Pub Date : 2023-07-17DOI: 10.1177/00169862231186669
Nancy B. Hertzog, K. Lamb, A. J. Balatico
Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.
{"title":"School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning","authors":"Nancy B. Hertzog, K. Lamb, A. J. Balatico","doi":"10.1177/00169862231186669","DOIUrl":"https://doi.org/10.1177/00169862231186669","url":null,"abstract":"Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"163 1","pages":"325 - 336"},"PeriodicalIF":3.1,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73475171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-14DOI: 10.1177/00169862231184575
R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang
As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.
{"title":"Champions of Transparency in Education: What Journal Reviewers Can Do to Encourage Open Science Practices","authors":"R. Renbarger, J. Adelson, J. Rosenberg, Sondra M. Stegenga, Olivia Lowrey, Pamela R. Buckley, Qiyang Zhang","doi":"10.1177/00169862231184575","DOIUrl":"https://doi.org/10.1177/00169862231184575","url":null,"abstract":"As the field of education, and especially gifted education, gradually moves toward open science, our research community increasingly values transparency and openness brought by open science practices. Yet, individual researchers may be reluctant to adopt open science practices due to low incentives, barriers of extra workload, or lack of support to apply these in certain areas, such as qualitative research. We encourage and give guidelines to reviewers to champion open science practices by warmly influencing authors to consider applying open science practices to quantitative, qualitative, and mixed-methods research and providing ample support to produce higher-quality publications. Instead of imposing open science practices on authors, we advocate reviewers suggest small, non-threatening, specific steps to support authors without making them feel overwhelmed, judged, or punished. We believe that these small steps taken by reviewers will make a difference to create a more supportive environment for researchers to adopt more open science practices.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"12 1","pages":"337 - 351"},"PeriodicalIF":3.1,"publicationDate":"2023-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79525053","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-10DOI: 10.1177/00169862231183652
Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida
This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.
{"title":"Giftedness in Inclusive Classrooms: A Cross-Cultural Examination of Pre-Service Teachers’ Thinking in Finland, Austria, Turkey, the Philippines, and Japan","authors":"Erkki T. Lassila, Eeva Kaisa Hyry-Beihammer, Oktay Kızkapan, Angela Rocena, M. Sumida","doi":"10.1177/00169862231183652","DOIUrl":"https://doi.org/10.1177/00169862231183652","url":null,"abstract":"This research examines student teachers’ thinking about teaching gifted students in an inclusive classroom context. Grounded in a narrative paradigm, we analyzed narratives from student teachers in Finland, Austria, Turkey, the Philippines, and Japan to identify solutions that they imagined in response to gifted students’ needs in an inclusive classroom. Six solution categories emerged: (a) giving gifted students more challenging or motivational tasks; (b) encouraging peer learning and having gifted students act as teaching assistants; (c) using communication in the classroom and with gifted students; (d) guiding gifted students toward learning opportunities beyond the classroom; (e) consulting colleagues, experts, parents, or principals; and (f) developing one’s own capacities as a teacher. Our findings carry implications for developing teacher education to nurture future teachers who understand the meaning of cultural contingencies and different learners’ needs to teach the gifted in inclusive classrooms.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"96 1","pages":"306 - 324"},"PeriodicalIF":3.1,"publicationDate":"2023-07-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89906088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-06DOI: 10.1177/00169862231175831
D. Lubinski, C. Benbow, Kira O. McCabe, Brian O. Bernstein
To understand divergent and remarkable lives lived, we examined the accomplishments, family dynamics, life orientation, psychological well-being, and definition of a meaningful life among two exceptional groups at age 50: Top Science, Technology, Engineering, & Mathematics (STEM) doctoral students (270 males, 255 females, originally surveyed in their mid-20s) and profoundly gifted adolescents (263 males, 71 females, top 0.01% in ability, first studied at age 12). The creativity and occupational stature of both cohorts were extraordinary and commensurate. Life priorities, time allocation, and breadth of interests created paths that differed for women and men, resulting in contrasting, but equally exceptional, life outcomes across career, life, and relationship satisfaction. Distinct constellations of personal attributes of intellectually and scientifically brilliant women, relative to such men, operated to form satisfying and productive lives that differed for the women and men as a whole. Findings cast light on the participation of women and men in STEM and conceptually demanding leadership positions.
{"title":"Composing Meaningful Lives: Exceptional Women and Men at Age 50","authors":"D. Lubinski, C. Benbow, Kira O. McCabe, Brian O. Bernstein","doi":"10.1177/00169862231175831","DOIUrl":"https://doi.org/10.1177/00169862231175831","url":null,"abstract":"To understand divergent and remarkable lives lived, we examined the accomplishments, family dynamics, life orientation, psychological well-being, and definition of a meaningful life among two exceptional groups at age 50: Top Science, Technology, Engineering, & Mathematics (STEM) doctoral students (270 males, 255 females, originally surveyed in their mid-20s) and profoundly gifted adolescents (263 males, 71 females, top 0.01% in ability, first studied at age 12). The creativity and occupational stature of both cohorts were extraordinary and commensurate. Life priorities, time allocation, and breadth of interests created paths that differed for women and men, resulting in contrasting, but equally exceptional, life outcomes across career, life, and relationship satisfaction. Distinct constellations of personal attributes of intellectually and scientifically brilliant women, relative to such men, operated to form satisfying and productive lives that differed for the women and men as a whole. Findings cast light on the participation of women and men in STEM and conceptually demanding leadership positions.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"11 1","pages":"278 - 305"},"PeriodicalIF":3.1,"publicationDate":"2023-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79586066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-19DOI: 10.1177/00169862231166093
Adrienne E. Sauder, Cindy M. Gilson
There is a growing body of literature around digital research, specifically regarding data collection and how to pivot research designs to be more conducive to online and virtual research, but little in the way of how to analyze data remotely. In this article, we share firsthand experiences from a qualitative study utilizing Google apps, Zoom, and NVivo to organize data, establish coding protocols, document memos, develop codebooks, employ thematic analyses, and calculate intercoder reliability. We focus on practices and procedures that establish rigor and trustworthiness, facilitate researcher collaboration and collegiality, and increase gifted education researchers’ educational adaptability. Learning from our collective experiences conducting qualitative research remotely may be of interest to researchers and students with limited budgets and/or those who work remotely with collaborators within and across different institutions.
{"title":"Conducting Collaborative Qualitative Analysis Remotely","authors":"Adrienne E. Sauder, Cindy M. Gilson","doi":"10.1177/00169862231166093","DOIUrl":"https://doi.org/10.1177/00169862231166093","url":null,"abstract":"There is a growing body of literature around digital research, specifically regarding data collection and how to pivot research designs to be more conducive to online and virtual research, but little in the way of how to analyze data remotely. In this article, we share firsthand experiences from a qualitative study utilizing Google apps, Zoom, and NVivo to organize data, establish coding protocols, document memos, develop codebooks, employ thematic analyses, and calculate intercoder reliability. We focus on practices and procedures that establish rigor and trustworthiness, facilitate researcher collaboration and collegiality, and increase gifted education researchers’ educational adaptability. Learning from our collective experiences conducting qualitative research remotely may be of interest to researchers and students with limited budgets and/or those who work remotely with collaborators within and across different institutions.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"274 1","pages":"244 - 253"},"PeriodicalIF":3.1,"publicationDate":"2023-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83046408","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-08DOI: 10.1177/00169862231166110
Shelagh A. Gallagher
The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for eq...
{"title":"Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students","authors":"Shelagh A. Gallagher","doi":"10.1177/00169862231166110","DOIUrl":"https://doi.org/10.1177/00169862231166110","url":null,"abstract":"The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for eq...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"111 1","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507307","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-06DOI: 10.1177/00169862231168472
Scott J. Peters, James A Carter
Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of math...
任何年级的学生的数学成绩差异很大，典型的课堂包括四到七个年级的数学水平。由于数学范围很大。。。
{"title":"The Where and Why of Accelerated Middle-School Mathematics","authors":"Scott J. Peters, James A Carter","doi":"10.1177/00169862231168472","DOIUrl":"https://doi.org/10.1177/00169862231168472","url":null,"abstract":"Students in any grade level vary widely in their mathematics achievement, with the typical classroom including four to seven grade levels of mathematics proficiency. Due to this large range of math...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"113 4","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-05-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-27DOI: 10.1177/00169862231166074
Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan Plucker
School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...
{"title":"Most Mathematics Classrooms Contain Wide-Ranging Achievement Levels","authors":"Blaine Pedersen, Matthew C. Makel, Karen E. Rambo-Hernandez, Scott J. Peters, Jonathan Plucker","doi":"10.1177/00169862231166074","DOIUrl":"https://doi.org/10.1177/00169862231166074","url":null,"abstract":"School-based learning experiences are often designed with the “typical” student in mind. However, this may not be an optimal approach, given the variability of prior learning that exists in most cl...","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"113 8","pages":""},"PeriodicalIF":3.1,"publicationDate":"2023-04-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71507376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-11DOI: 10.1177/00169862221132279
Alicia Ramos, J. Lavrijsen, Lisa Linnenbrink-Garcia, B. Soenens, M. Vansteenkiste, Sabine Sypré, Michiel Boncquet, K. Verschueren
This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] ≥ 120, N = 403, Mage = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement Model. Latent class growth analysis provided evidence for a three-class solution, including an adaptive class and two maladaptive classes, largely corresponding with the predictions of the Pathways to Underachievement Model. Furthermore, the classes related to the outcome variables in the expected ways, with the maladaptive classes showing higher disengagement and underachievement. These findings substantiate the Pathways to Underachievement Model and provide developmental insight into the multiple motivational pathways underlying disengagement and underachievement among high-ability students.
{"title":"*Motivational Pathways Underlying Gifted Underachievement: Trajectory Classes, Longitudinal Outcomes, and Predicting Factors","authors":"Alicia Ramos, J. Lavrijsen, Lisa Linnenbrink-Garcia, B. Soenens, M. Vansteenkiste, Sabine Sypré, Michiel Boncquet, K. Verschueren","doi":"10.1177/00169862221132279","DOIUrl":"https://doi.org/10.1177/00169862221132279","url":null,"abstract":"This study used a longitudinal person-oriented approach to examine whether two distinct developmental pathways of maladaptive motivation could be distinguished among high-ability students (intelligence quotient [IQ] ≥ 120, N = 403, Mage = 12.2 years, 60.5% males), as proposed by the Pathways to Underachievement Model. Latent class growth analysis provided evidence for a three-class solution, including an adaptive class and two maladaptive classes, largely corresponding with the predictions of the Pathways to Underachievement Model. Furthermore, the classes related to the outcome variables in the expected ways, with the maladaptive classes showing higher disengagement and underachievement. These findings substantiate the Pathways to Underachievement Model and provide developmental insight into the multiple motivational pathways underlying disengagement and underachievement among high-ability students.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":"3 1","pages":"179 - 197"},"PeriodicalIF":3.1,"publicationDate":"2022-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73662222","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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