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Beyond Evaluation: Using Equity Audits for Advanced-Level Programs 超越评估：在高级课程中使用公平审计

Q2 Social Sciences

Gifted Child Today

Pub Date : 2023-02-24 DOI: 10.1177/10762175221149442

Javetta Jones Roberson

As gifted and advanced level leaders move to increasing efforts of inclusivity in their programs, there is a need to use evaluative measures focusing on equity for systemic change and growth. Equity Audits can provide leaders with a holistic perspective of their programming and how they can use the data to shift the culture, identify inequities and and address those inequities through intentional goal setting and problem solving for support. This article focuses on how gifted and advanced level leaders develop Equity Audits for their programs as a way to understand program data holistically, facilitate change and promote an overall sense of goal setting based on the well-being of students, teachers, and stakeholders who support their programs.

随着天才和高级领导者在他们的项目中增加包容性的努力，有必要使用侧重于系统性变革和增长的公平性的评估措施。公平审计可以为领导者提供一个整体的视角，了解他们的计划，以及他们如何使用数据来改变文化，识别不平等，并通过有意设定目标和解决问题来解决这些不平等。本文重点介绍了天才和高级领导者如何为他们的项目开发公平审计，作为一种全面理解项目数据、促进变革和促进基于学生、教师和支持他们项目的利益相关者福祉的目标设定的整体感觉的方法。

引用次数: 0

News Briefs 息摘要的栏目里

Q2 Social Sciences

Gifted Child Today

Pub Date : 2023-01-01 DOI: 10.1080/00913847.1990.11710111

A. Harste, J. Ramotar

引用次数: 0

Dietary Intake of Micronutrients and Essential Fatty Acids among Overweight or Obese Pregnant Women during Early Pregnancy. 怀孕早期超重或肥胖孕妇的微量营养素和必需脂肪酸膳食摄入量。

Q2 Social Sciences

Gifted Child Today

Pub Date : 2023-01-01 Epub Date: 2023-03-31 DOI: 10.26502/jppch.74050145

Mei-Wei Chang, Jonathan Schaffir, Alai Tan, Duane T Wegener, Katherine Strafford, Brett Worly, Cassandra Sampsell, Maggie Rosen, Loriana Soma

Background: Dietary intake of micronutrients and essential fatty acids in overweight or obese pregnant women during early pregnancy is unknown. We investigated the proportion of pregnant women meeting recommendations for dietary intake of micronutrients and essential fatty acids and compared stress and depressive symptoms between those meeting and below recommendations.

Methods: Participants (N = 70) were overweight or obese pregnant women ≤16 weeks gestation. They completed two 24-hour dietary recalls and online surveys measuring stress and depressive symptoms. Micronutrients of interest included B vitamins, choline, and trace minerals (calcium, magnesium, selenium, and zinc). Essential fatty acids were docosahexaenoic acid (DHA) and eicosapentaenoic acid (EPA).

Results: Low proportions of participants met recommendations for choline (21.4%) and folate (24.3%). Yet, the proportion of women meeting recommendations for other B vitamins and trace minerals were much better. Less than 9.0% of participants met recommendations for essential fatty acids. Compared with those below recommendations for B3 and selenium, participants meeting recommendations had significantly fewer depressive symptoms.

Conclusions: Low proportions of overweight or obese pregnant participants met dietary intake recommendations for micronutrients and essential fatty acids.

背景：超重或肥胖孕妇在孕早期的微量营养素和必需脂肪酸的膳食摄入量尚不清楚。我们调查了符合微量营养素和必需脂肪酸膳食摄入建议的孕妇比例，并比较了符合和低于建议的孕妇的压力和抑郁症状：参与者（N = 70）为妊娠不足 16 周的超重或肥胖孕妇。她们完成了两次 24 小时膳食回顾以及压力和抑郁症状在线调查。微量营养素包括 B 族维生素、胆碱和微量元素（钙、镁、硒和锌）。必需脂肪酸为二十二碳六烯酸（DHA）和二十碳五烯酸（EPA）：结果：符合胆碱（21.4%）和叶酸（24.3%）推荐值的参与者比例较低。然而，符合其他 B 族维生素和微量元素推荐值的妇女比例要高得多。只有不到 9.0% 的参与者符合必需脂肪酸的推荐值。与 B3 和硒含量低于建议值的妇女相比，符合建议值的妇女抑郁症状明显较少：超重或肥胖孕妇中符合微量营养素和必需脂肪酸膳食摄入建议的比例较低。

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引用次数: 0

The Social, Emotional, and Cognitive Kinship: Lessons My Students Taught Me 社会、情感和认知关系：我的学生教给我的课程

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131057

Kenneth J. Smith

For all students, cognitive and social and emotional needs go hand in hand. Teachers of academically advanced students should address these intertwining needs in ways that are sensitive to what is unique about how these students think and feel. Over the years, my students have taught me several lessons about how to do just that. These lessons have prepared me to respond better to students’ perfectionist tendencies and their belief that school should be easy, to keep students engaged, to support the particular learning styles of my female students, and to help students be comfortable with their abilities. In this article, I explain how each of these lessons relates to students’ cognitive, social, and emotional needs and offer suggestions for helping students deal with each issue. In each explanation, I draw heavily on what many of my former students have shared with me.

对所有学生来说，认知、社交和情感需求是齐头并进的。学业优秀学生的老师应该以对这些学生的独特想法和感受敏感的方式来解决这些相互交织的需求。这些年来，我的学生们教了我几堂关于如何做到这一点的课。这些课程使我能够更好地应对学生的完美主义倾向和他们认为学校应该很容易的信念，让学生参与进来，支持我的女学生的特殊学习风格，并帮助学生适应自己的能力。在这篇文章中，我解释了每门课如何与学生的认知、社会和情感需求相关，并为帮助学生处理每一个问题提供了建议。在每一次解释中，我都大量引用了我以前的许多学生与我分享的内容。

引用次数: 0

Using Behavioral Engagement Measures of Multiple Learning Profiles to Recognize Twice-Exceptional Students 运用多种学习概况的行为参与测量来识别双重优等生

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131055

Donna B. Hulsey, Titus R. Moten, Maryann R. Hebda, Tracey Sulak, Janet H. Bagby

Using the ECLS-K:2011, a nationally representative dataset, we compared measures of behavioral engagement among students with four different learning profiles: students identified with learning disabilities, students identified as gifted, students identified as both gifted and having a learning disability (twice-exceptional; 2e), and general education students. Behavioral engagement focuses on conduct in class, participation in school-related activities, and interest in academic tasks. We detected differences in engagement among the four learner profiles, specifically when comparing students with disabilities to other profiles. When comparing students with disabilities and general education students to gifted and 2e students, the effect size was medium to large. The effect size between the gifted and 2e profiles was small, suggesting similar behavioral engagement. Because disabilities and giftedness can often “mask” each other, these findings suggest that recognizing how behavioral engagement manifests in each category can lead to more accurate identification of special-needs students for GT assessment.

使用具有全国代表性的数据集ECLS-K:2011，我们比较了四种不同学习概况的学生的行为参与测量:学习障碍学生，资优学生，资优和有学习障碍的学生(两次例外;(2)、通识教育学生。行为参与关注的是课堂行为、参与学校相关活动以及对学术任务的兴趣。我们发现了四种学习者形象之间的参与差异，特别是在将残疾学生与其他形象进行比较时。当将残疾学生和普通教育学生与资优学生和天才学生进行比较时，效应量为中到大。天才和天才之间的效应值很小，表明行为投入相似。由于残疾和天赋往往可以相互“掩盖”，这些发现表明，认识到行为参与在每个类别中的表现，可以更准确地识别出特殊需要的学生进行GT评估。

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引用次数: 1

Self-Directed Challenges: Self-Defined Differentiation 自我导向的挑战:自我定义的差异化

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131909

S. Kaplan

The classroom can become the primary source to introduce students to the processes that promote opportunities for self-differentiation or personal intellectual challenges. A missing component in some differentiated experiences is the need to provide gifted students with opportunities to gain the independence that fosters their abilities to assume the responsibility to challenge themselves. The examples in this column depict a process that can be introduced and practiced in order to develop gifted students’ abilities to comprehend the range of possible options that stimulate self-challenges

课堂可以成为向学生介绍促进自我分化或个人智力挑战的过程的主要来源。一些差异化经历中缺少的一个组成部分是，需要为有天赋的学生提供获得独立性的机会，培养他们承担挑战自己责任的能力。本专栏中的例子描述了一个可以介绍和实践的过程，以培养天才学生理解激发自我挑战的各种可能选项的能力

引用次数: 0

Turning Lemons Into Lemonade: Technology Teaching Tips Learned During COVID-19 把柠檬变成柠檬水:在COVID-19期间学到的技术教学技巧

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131066

Del Siegle

COVID-19 caused widespread changes in how people worked. The education community was dramatically impacted. Teachers were forced to quickly pivot from teaching students in person on-campus to virtually online. Among the challenges educators faced were the inequity of technology access and unreliable internet options. The move to virtual instruction necessitated creative use of educators’ existing technology skills and development of new skills to teach with technology. Among the technologies that teachers continued to use once they returned to the in-person classroom were video conferencing, incorporating student interactions and feedback into visual presentations, and continuing to explore virtual learning experiences outside the classroom. Some educators’ experimentation during the pandemic with different technology options to guide self-directed student learning shows promise for developing gifted students’ talents and interests.

COVID-19给人们的工作方式带来了广泛的变化。教育界受到了巨大的影响。教师们被迫迅速从面对面的校园教学转向虚拟在线教学。教育工作者面临的挑战包括技术获取的不平等和不可靠的互联网选择。向虚拟教学的转变需要创造性地利用教育者现有的技术技能，并开发新的技术来进行技术教学。教师们回到课堂后继续使用的技术包括视频会议，将学生的互动和反馈融入到视觉演示中，并继续探索课堂外的虚拟学习体验。一些教育工作者在大流行期间尝试使用不同的技术选项来指导学生自主学习，这表明有希望培养资优学生的才能和兴趣。

引用次数: 1

Theories and Models: Anti-Racist, Culturally Competent Counselors for Black Gifted and Talented Students 理论与模型:反种族主义、文化胜任的黑人资优学生辅导员

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131063

D. Ford, Tanya J. Middleton, Erik M. Hines, E. Fletcher, James L. Moore

This article focuses on what school-based mental health counselors need to know to be anti-racist and culturally responsive for Black students, while recognizing that many of the presented theories and frameworks have implications for other minoritized gifted and talented (GATE) students/clients. The authors provide an overview of the most promising works for guiding counselors (and all educators) in their efforts to effect meaningful, equity-driven changes, to disrupt prejudice and discrimination, and to be advocates and allies for Black clients/students.

这篇文章的重点是学校心理健康顾问需要知道什么，才能对黑人学生进行反种族主义和文化回应，同时认识到所提出的许多理论和框架对其他少数族裔天才学生/客户有影响。作者概述了最有前途的工作，以指导辅导员（和所有教育工作者）努力实现有意义的、公平驱动的变革，打破偏见和歧视，成为黑人客户/学生的倡导者和盟友。

引用次数: 1

Contests 竞赛

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221133286

引用次数: 0

Engaging Advanced Learners with Differentiated Online Learning 让高级学习者参与差异化在线学习

Q2 Social Sciences

Gifted Child Today

Pub Date : 2022-11-27 DOI: 10.1177/10762175221131068

Stefanie McKoy, Krystle E Merry

With the growth of online, virtual, and blended learning, there has been an increase in the demand for access to differentiated, quality online resources that are both student- and teacher-friendly for advanced or gifted and talented learners. The included resources have one or more combinations of exploratory, meaningful, and relevant content, various critical thinking-related activities, opportunities to expand creativity, integration of game-based knowledge, collaboration with peers, and educational opportunities to communicate and interact with peers from multiple backgrounds, cultures, and ethnicities. To support advanced learners, the article highlights specific online programs and applications that focus on the 21st-century skills of communication, collaboration, creativity, and critical thinking. These technology sources assist teachers in differentiating their instruction to meet all students’ needs including those who are advanced.

随着在线、虚拟和混合学习的发展，对获得差异化、高质量在线资源的需求也在增加，这些资源对高级或有天赋的学习者来说既对学生友好，又对教师友好。所包含的资源有一个或多个探索性、有意义和相关内容的组合，各种批判性思维相关活动，拓展创造力的机会，基于游戏的知识的整合，与同龄人的合作，以及与来自多种背景、文化和种族的同龄人交流和互动的教育机会。为了支持高级学习者，这篇文章重点介绍了特定的在线课程和应用程序，这些课程和应用侧重于21世纪的沟通、协作、创造力和批判性思维技能。这些技术来源有助于教师区分教学，以满足包括高级学生在内的所有学生的需求。

引用次数: 1

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