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Descriptors:
Lobbying; Academically Gifted; Talent; Educational Environment; Educational Experience; Advocacy; Financial Support; Federal Legislation; Equal Education; Role; Educational Change; Educational Improvement

Abstract:
The Jacob K. Javits Gifted and Talented Students Act of 1988 provided additional funding for gifted programs and research endeavors. Scholars and educators within the field recognized its passage as a true watershed moment. Despite its unquestioned impact on the lives of countless gifted students around the country, federal lawmakers routinely fail to appropriate money for this act. In recent years, lobbying efforts have succeeded in restoring Javits funding, albeit in diminishing amounts. Gifted advocates have put the needs of precocious children in the national spotlight and attempted to address the inequitable education many of them receive. Advocacy involves individuals who believe in a particular cause and lend their support in multiple ways. Individuals who support appropriate services for gifted learners serve as natural advocates for this special population. Various individuals connected to the school environment play a vital role in advocacy for gifted children and programs. The authors point out that the educational experience of gifted students will only improve through a concerted effort that maintains the momentum needed to enact change. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Gifted; Figurative Language; Social Isolation; Depression (Psychology); Anxiety; Educational Research; Individual Characteristics; Student Attitudes; Correlation; Summer Programs; Children; Adolescents

Abstract:
Does the presence of perfectionist tendencies lead to more serious emotional issues or does it support enhanced achievement? Parents, educators, and gifted learners themselves often consider these issues as they deal with the ramifications of such perfectionist tendencies. Research presents conflicting views of social-emotional characteristics of gifted learners. "Some studies suggest that these children are highly motivated, well-adjusted, socially mature, open to new experiences, independent, and possess high self-concepts and a high tolerance for ambiguity." In contrast, other studies support the idea that giftedness accompanies a tendency to develop social-emotional difficulties, such as social isolation and loneliness, which may lead to depression, anxiety, phobias, and interpersonal problems. Since the studies of Hollingworth (1926, 1942), researchers have discussed social-emotional characteristics along with the resulting issues and problems of gifted children. However, little research has been done on the aspects of perfectionism and its relationship to affective variables in gifted and highly able children. This study focused on exploring the relationship between the perfectionism orientation of gifted and highly able children with the affective areas of depression, anxiety, and perfectionism. (Contains 2 tables.) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Veterinary Medical Education; Control Groups; Clinical Diagnosis; Problem Solving; Educational Technology; Case Method (Teaching Technique)

Abstract:
Three related studies replicated and extended previous work (J.A. Danielson et al. (2003), "Educational Technology Research and Development," 51(3), 63-81) involving the Diagnostic Pathfinder (dP) (previously Problem List Generator [PLG]), a cognitive tool for learning diagnostic problem solving. In studies 1 and 2, groups of 126 and 113 veterinary students, respectively, used the dP to complete case-based homework; groups of 120 and 199, respectively, used an alternative method. Students in the dP groups scored significantly higher (p = 0.000 and 0.003, respectively) on final exams than those in control groups. In the third study, 552 veterinary students responding to a questionnaire indicated that the dP's gating and data synthesis activities aided learning. The dP's feedback and requirement of completeness appear to aid learning most. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Student Participation; Graduate Students; Academically Gifted; Computer Mediated Communication; Online Courses; Web Based Instruction; Thinking Skills; Group Discussion

Abstract:
More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face-to-face format. This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time-constrained interactions in a face-to-face course. Researchers evaluated students' thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research-developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions. Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Advertising; Higher Education; Periodicals; Scholarly Journals; Science and Society; Sex Differences; Veterinarians; Veterinary Medicine

Abstract:
Evaluates the portrayal of males and females in advertisements in veterinary medical journals. Uses multivariate Chi-square tests to explore gender, occupation or role, practice type, text, and product. Contains 33 references. (DDR)

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