Pub Date : 2023-11-24DOI: 10.1177/10762175231205917
Fred A. Bonner, A. Marbley, Alonzo M. Flowers, Kala Burrell-Craft, Michael E. Jennings, Dave A. Louis, R. Goings, Stella L. Smith, Stephanie D. Tilley, Barbara Garcia-Powell, Terrance J. Bolton, Edward L. Tarlton
Throughout history, Historically Black Colleges and Universities (HBCUs) have overcome countless challenges to achieve their goals of maintaining cultural traditions, providing key leadership and role models, assuring economic functions, addressing issues between minority and majority populations, and producing Black agents for research, institutional training, and information dissemination within the Black and other minority communities. Using a Scholarly Personal Narrative (SPN), this article focuses on the function, legacy, and relevance of current HBCUs. Using W. E. B. Du Bois’s “double consciousness” as a theoretical framework, each of the 12 contributing scholars address these questions: How have you reconciled your individual strivings? Has the HBCU placed a role in your reconciliation process? What SPN is emblematic of your reconciliation process? These questions are addressed through vivid narrative accounts that speak to the critical constructs of belonging—Black identity; gifted education, selfhood, spirituality, and theoretical frameworks. Each of these constructs represents an identity vector that points inward to the core—the HBCU.
纵观历史，历史上的黑人学院和大学（HBCUs）克服了无数挑战，以实现其目标，即保持文化传统，提供关键的领导和榜样，确保经济功能，解决少数群体和多数群体之间的问题，以及为黑人和其他少数群体社区的研究、机构培训和信息传播培养黑人人才。本文采用学者个人叙事（SPN）的方式，重点探讨了当前哈佛商学院的功能、遗产和相关性。以 W. E. B. Du Bois 的 "双重意识 "为理论框架，12 位撰稿学者分别探讨了这些问题：你们是如何协调个人奋斗目标的？哈佛商学院在你的和解过程中是否发挥了作用？在你的和解过程中，哪种 SPN 具有象征意义？这些问题通过生动的叙述得到了解决，这些叙述涉及到归属感的关键构建--黑人身份、资优教育、自我身份、灵性和理论框架。每一种建构都代表了一种向内指向核心--高地商学院--的身份矢量。
{"title":"Reconciling Our Strivings: Historically Black Colleges and Universities (HBCU) in Contemporary Contexts","authors":"Fred A. Bonner, A. Marbley, Alonzo M. Flowers, Kala Burrell-Craft, Michael E. Jennings, Dave A. Louis, R. Goings, Stella L. Smith, Stephanie D. Tilley, Barbara Garcia-Powell, Terrance J. Bolton, Edward L. Tarlton","doi":"10.1177/10762175231205917","DOIUrl":"https://doi.org/10.1177/10762175231205917","url":null,"abstract":"Throughout history, Historically Black Colleges and Universities (HBCUs) have overcome countless challenges to achieve their goals of maintaining cultural traditions, providing key leadership and role models, assuring economic functions, addressing issues between minority and majority populations, and producing Black agents for research, institutional training, and information dissemination within the Black and other minority communities. Using a Scholarly Personal Narrative (SPN), this article focuses on the function, legacy, and relevance of current HBCUs. Using W. E. B. Du Bois’s “double consciousness” as a theoretical framework, each of the 12 contributing scholars address these questions: How have you reconciled your individual strivings? Has the HBCU placed a role in your reconciliation process? What SPN is emblematic of your reconciliation process? These questions are addressed through vivid narrative accounts that speak to the critical constructs of belonging—Black identity; gifted education, selfhood, spirituality, and theoretical frameworks. Each of these constructs represents an identity vector that points inward to the core—the HBCU.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"222 ","pages":"45 - 64"},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/10762175231205902
S. Kaplan
This article describes the use of clusters in facilitating inquiry and expanding learning opportunities for advanced and gifted students. Options are presented that extend or reinforce the central focus of curricular investigations. These clusters enhance the gifted students' understanding of the connections that reinforce and/or extend the impact to investigate and comprehend a designated skill, concept, principle, or discipline.
{"title":"Clusters…An Additional Approach to Differentiation","authors":"S. Kaplan","doi":"10.1177/10762175231205902","DOIUrl":"https://doi.org/10.1177/10762175231205902","url":null,"abstract":"This article describes the use of clusters in facilitating inquiry and expanding learning opportunities for advanced and gifted students. Options are presented that extend or reinforce the central focus of curricular investigations. These clusters enhance the gifted students' understanding of the connections that reinforce and/or extend the impact to investigate and comprehend a designated skill, concept, principle, or discipline.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"101 3","pages":"79 - 81"},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139238949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/10762175231205905
Del Siegle
Gifted and talented students with an interest in technology can use their advanced cognitive abilities to create webinars and workshops, research presentations, artistic showcases, literary discussions in a variety of languages, digital portfolios, and community and club activities. With YouTube evolving into a primary source of information among teens, this article describes how students can create a four scene broadcast using Open Broadcaster Software Studio (OBS) and how to set up streaming on YouTube. The author concludes that OBS Studio can serve as a powerful medium for gifted and talented students to not only express their creativity and expertise but also to foster collaborative learning, engage with a wider audience, and make meaningful contributions to their educational community.
{"title":"Enhancing Student Video and YouTube Streaming with Open Broadcaster Software Studio","authors":"Del Siegle","doi":"10.1177/10762175231205905","DOIUrl":"https://doi.org/10.1177/10762175231205905","url":null,"abstract":"Gifted and talented students with an interest in technology can use their advanced cognitive abilities to create webinars and workshops, research presentations, artistic showcases, literary discussions in a variety of languages, digital portfolios, and community and club activities. With YouTube evolving into a primary source of information among teens, this article describes how students can create a four scene broadcast using Open Broadcaster Software Studio (OBS) and how to set up streaming on YouTube. The author concludes that OBS Studio can serve as a powerful medium for gifted and talented students to not only express their creativity and expertise but also to foster collaborative learning, engage with a wider audience, and make meaningful contributions to their educational community.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"2 ","pages":"65 - 73"},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139241779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-11-24DOI: 10.1177/10762175231205904
Rosemary A. Davis, Byron E. Jones, Randall C. Morgan, Bernard C. Watson
Graduates of Roosevelt High School remember their experiences, specifically the principals. Bernard Watson introduces the other authors’ personal reflections by describing the environment, his relationships with the principals and his fellow students, and the long-term effects of the school on its graduates. Following this introduction, Randall C. Morgan remembers his grandfather, H. Theo Tatum, who everyone knew and respected and who crafted a sense of excellence in the students. The other two principals—Warren Anderson and Robert Eugene Jones—are remembered by their children. Rosemary Davis remembers her father, Anderson, as being energized by teaching, learning, and interacting with teachers and students. He believed in producing well-rounded students, those with both physical as well as intellectual skills. Byron Jones remembers his father, Robert Jones, as also having a passion for teaching and leading. He honored students’ achievements and increased the number who graduated with honors. These personal memories support the importance of leadership within an elite African-American school’s culture.
罗斯福高中的毕业生回忆了他们的经历，特别是校长们的经历。伯纳德-沃森（Bernard Watson）介绍了其他作者的个人感想，描述了学校的环境、他与校长和同学们的关系，以及学校对毕业生的长期影响。在这段介绍之后，兰德尔-C-摩根回忆了他的祖父 H. 西奥-塔图姆，他是大家都熟悉和尊敬的人，也是他培养了学生的卓越意识。另外两位校长--沃伦-安德森（Warren Anderson）和罗伯特-尤金-琼斯（Robert Eugene Jones）--则是由他们的子女回忆的。在罗斯玛丽-戴维斯（Rosemary Davis）的记忆中，她的父亲安德森对教学、学习以及与教师和学生的交流充满热情。他坚信要培养全面发展的学生，即既有体能又有智力的学生。拜伦-琼斯（Byron Jones）回忆说，他的父亲罗伯特-琼斯（Robert Jones）也热衷于教学和领导工作。他表彰学生的成就，让更多的学生以优异成绩毕业。这些个人回忆证明了领导力在非裔美国人精英学校文化中的重要性。
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Pub Date : 2023-11-24DOI: 10.1177/10762175231205906
Donna Y. Ford, Cynthia A. Tyson
As we write this paper in late 2023, Advanced Placement (AP) Black history, psychology courses and the use of diverse literature written for children and young adults is being banned by many school districts across the United States. Educators are being threatened, sanctioned, reprimanded, and fired. Despite this, some teachers stand steadfast in their commitment to pedagogies that use authentic literature about and by diverse historians, authors, social activists, and researchers, to name a few. In this article, we discuss the importance of gifted and talented (GATE) being taught Black history and culture that centers diverse literature that recognizes, respects, and celebrates similarities and differences within and across cultures including ethnicity, nationality, age, gender, gender expression, sexual orientation, socioeconomic status, geographic location, language, and religion, and physical, cognitive, and emotional ability. We do this within the frameworks of children’s literature as a site for decolonization and Bishop’s metaphor of “mirrors, windows, and sliding glass doors” (Bishop, 1990). While acknowledging that many GATE students are avid readers, we maintain that all children benefit from education that includes diverse literature and share recommendations for change.
{"title":"Preparing Educators of Gifted and Talented Students to Decolonize Children’s Literature","authors":"Donna Y. Ford, Cynthia A. Tyson","doi":"10.1177/10762175231205906","DOIUrl":"https://doi.org/10.1177/10762175231205906","url":null,"abstract":"As we write this paper in late 2023, Advanced Placement (AP) Black history, psychology courses and the use of diverse literature written for children and young adults is being banned by many school districts across the United States. Educators are being threatened, sanctioned, reprimanded, and fired. Despite this, some teachers stand steadfast in their commitment to pedagogies that use authentic literature about and by diverse historians, authors, social activists, and researchers, to name a few. In this article, we discuss the importance of gifted and talented (GATE) being taught Black history and culture that centers diverse literature that recognizes, respects, and celebrates similarities and differences within and across cultures including ethnicity, nationality, age, gender, gender expression, sexual orientation, socioeconomic status, geographic location, language, and religion, and physical, cognitive, and emotional ability. We do this within the frameworks of children’s literature as a site for decolonization and Bishop’s metaphor of “mirrors, windows, and sliding glass doors” (Bishop, 1990). While acknowledging that many GATE students are avid readers, we maintain that all children benefit from education that includes diverse literature and share recommendations for change.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"7 1","pages":"74 - 78"},"PeriodicalIF":0.0,"publicationDate":"2023-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139242401","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1177/10762175231186450
Joyce VanTassel-Baska
This article explores higher education’s role in supporting gifted students and how these institutions might collaborate with high schools. Multidimensional roles that universities can play include helping gifted students transition from high school through individual support from faculty such as mentorships to offering specialized opportunities and courses within the traditional structures. Collaborations encompass providing advanced opportunities for advanced learners and placements in different types of programs such as dual enrollment, Advanced Placement, International Baccalaureate, and individual courses linked to a university program. Research findings suggest that students who had access to a variety of advanced opportunities had greater success in their chosen fields.
{"title":"The Collaborative Role of Universities and Secondary Schools in the Development of Adolescent Gifted Learners","authors":"Joyce VanTassel-Baska","doi":"10.1177/10762175231186450","DOIUrl":"https://doi.org/10.1177/10762175231186450","url":null,"abstract":"This article explores higher education’s role in supporting gifted students and how these institutions might collaborate with high schools. Multidimensional roles that universities can play include helping gifted students transition from high school through individual support from faculty such as mentorships to offering specialized opportunities and courses within the traditional structures. Collaborations encompass providing advanced opportunities for advanced learners and placements in different types of programs such as dual enrollment, Advanced Placement, International Baccalaureate, and individual courses linked to a university program. Research findings suggest that students who had access to a variety of advanced opportunities had greater success in their chosen fields.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"49 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1177/10762175231186454
Cindy M. Gilson, Lindsay E. Lee
Educators have the responsibility to meet the academic, social, and emotional needs of every child in their care, including students who are gifted or high-achieving from diverse backgrounds. For gifted students to thrive in the differentiated classroom, teachers can consider the ways in which they establish and promote positive affective, physical, and digital learning environments. This article introduces the Reciprocal Learning Environments Model in which we describe four teacher actions based on research and recommended best practices from the field of gifted education to cultivate a more positive classroom culture conducive to differentiation.
{"title":"Cultivating a Learning Environment to Support Diverse Gifted Students","authors":"Cindy M. Gilson, Lindsay E. Lee","doi":"10.1177/10762175231186454","DOIUrl":"https://doi.org/10.1177/10762175231186454","url":null,"abstract":"Educators have the responsibility to meet the academic, social, and emotional needs of every child in their care, including students who are gifted or high-achieving from diverse backgrounds. For gifted students to thrive in the differentiated classroom, teachers can consider the ways in which they establish and promote positive affective, physical, and digital learning environments. This article introduces the Reciprocal Learning Environments Model in which we describe four teacher actions based on research and recommended best practices from the field of gifted education to cultivate a more positive classroom culture conducive to differentiation.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1177/10762175231187546
Tracy L. Cross, Jennifer Riedl Cross, Kristofor Wiley, Anyesha Mishra
High-ability and gifted students are well-served by a focus on the development of community. The Academic Year Governor’s Schools of Virginia were created with a formalized emphasis on the network of relationships built among the students, faculty, and the larger community. The power of these communities of learners was evident in a study of the Governor’s Schools. At a time when students are buffeted by stressors such as school shootings, pandemics, and war, a community of like-minded and caring peers and adults can provide support for their positive psychological development.
{"title":"The Academic Year Governor’s Schools of Virginia: A Community of Learners","authors":"Tracy L. Cross, Jennifer Riedl Cross, Kristofor Wiley, Anyesha Mishra","doi":"10.1177/10762175231187546","DOIUrl":"https://doi.org/10.1177/10762175231187546","url":null,"abstract":"High-ability and gifted students are well-served by a focus on the development of community. The Academic Year Governor’s Schools of Virginia were created with a formalized emphasis on the network of relationships built among the students, faculty, and the larger community. The power of these communities of learners was evident in a study of the Governor’s Schools. At a time when students are buffeted by stressors such as school shootings, pandemics, and war, a community of like-minded and caring peers and adults can provide support for their positive psychological development.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243247","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-29DOI: 10.1177/10762175231186678
Susan K. Johnsen
Environments, which are defined as the surroundings in which an individual lives or works, are important to student learning. They influence students’ feelings and their engagement in a variety of activities. Because of their importance, learning environments are emphasized in the newly revised Initial Practice-Based Professional Preparation Standards for Gifted Educators (K-12). In the standards, educators need to learn how to create inclusive, effective learning environments that are responsive, engaging, and encourage interactions. For example, Standard 5 states: “Educators use data and knowledge of each student with gifts and talents, including twiceexceptional and other diverse populations, when selecting strategies to differentiate instruction and design effective learning environments to engage students in learning and prepare them for creative and productive careers in a global, multicultural society” (see https:// exceptionalchildren.org/gifted-education-professionalstandards). An effective learning environment is therefore not a static space but rather a space that is dynamic and addresses each student’s interests, strengths, and needs. In designing more individualized learning environments, teachers might use a variety of adaptive assessments such as work samples and anecdotal records to examine the gifted student’s engagement when interacting with:
{"title":"Learning Environments","authors":"Susan K. Johnsen","doi":"10.1177/10762175231186678","DOIUrl":"https://doi.org/10.1177/10762175231186678","url":null,"abstract":"Environments, which are defined as the surroundings in which an individual lives or works, are important to student learning. They influence students’ feelings and their engagement in a variety of activities. Because of their importance, learning environments are emphasized in the newly revised Initial Practice-Based Professional Preparation Standards for Gifted Educators (K-12). In the standards, educators need to learn how to create inclusive, effective learning environments that are responsive, engaging, and encourage interactions. For example, Standard 5 states: “Educators use data and knowledge of each student with gifts and talents, including twiceexceptional and other diverse populations, when selecting strategies to differentiate instruction and design effective learning environments to engage students in learning and prepare them for creative and productive careers in a global, multicultural society” (see https:// exceptionalchildren.org/gifted-education-professionalstandards). An effective learning environment is therefore not a static space but rather a space that is dynamic and addresses each student’s interests, strengths, and needs. In designing more individualized learning environments, teachers might use a variety of adaptive assessments such as work samples and anecdotal records to examine the gifted student’s engagement when interacting with:","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243708","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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