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Pub Date: |
2012-10-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Gifted; Psychologists; Psychology; Group Unity; Teachers; Models; Talent; Identification; Cognitive Ability
Abstract:
Lack of theoretical coherence in the field of gifted education has given rise to multiple attempts at a grand unification, including most recently the work of Subotnik, Olszewski-Kubilius, and Worrell (2011). The authors argue that the incoherence is an inevitable consequence of the fundamental incompatibility of theoretical and definitional features desired by psychologists and educators. Our field could best progress by splitting into the two related but distinct disciplines of high-ability psychology and advanced academics. Furthermore, the prospective adoption of Subotnik et al.'s eminence framework as an organizational principle for either advanced academics or high-ability psychology is criticized.
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Pub Date: |
2012-08-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Intervention; Academically Gifted; Self Efficacy; Psychologists; Academic Achievement; Motivation; Educational Change; Student Motivation; Parents; Teacher Educators; Models; Grades (Scholastic); Academic Failure; Parent Attitudes; Teacher Attitudes; School Psychology
Abstract:
The seeming lack of motivation of many academically gifted students is an area of frustration and concern for many parents, teachers, and psychologists. This article explores two studies in which researchers designed interventions to improve academic achievement. Both interventions were created using the Achievement-Orientation Model. The first study matched the intervention to the student and found that the students' grades increased over the intervention period, t(45) = 2.56, p = 0.014, d = 0.38. Students using treatments linked to goal valuation and environmental perceptions showed the greatest academic grade growth; the self-efficacy and self-regulation groups showed little or no grade improvement. Building on the finding that goal valuation was important, the second study used a mixed-methods design to pilot an intervention focused on goal valuation and student autonomy. The results of this study were mixed, as the intervention appeared to help two of the three students. Although these studies offer further insight into possibilities for promoting academic achievement among gifted students, further research examining how to best support and foster academic achievement in underachieving gifted students is needed.
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Pub Date: |
2012-00-00 |
Pub Type(s): |
Journal Articles; Reports - Descriptive |
Peer Reviewed: |
Yes |
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Descriptors:
Institutional Research; Statistical Analysis; Models; Computation; Decision Making; Predictor Variables; Selection; Coding; Goodness of Fit
Abstract:
This article is designed to give the reader a conceptual, nontechnical overview of estimation and model fit issues in multilevel modeling (MLM). The process of MLM generally involves fitting a series of multilevel models that increase in complexity. When conducting multilevel analyses, it is important to balance the need for complexity and the need for parsimony. Therefore, having a solid understanding of issues related to model fit is essential in MLM. To really understand model fit, it is necessary to have at least a conceptual understanding of estimation issues. In this article, the authors introduce topics related to the estimation of multilevel models and the determination of model fit. They introduce techniques for model specification and comparison and provide recommendations for their application.
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Pub Date: |
2012-01-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Academically Gifted; Academic Achievement; Programming; Grade 5; Educational Policy; Mathematics Achievement; Reading Achievement; Educational Attitudes; Longitudinal Studies; Best Practices; Educational Practices; Grade 3; Grade 4; Achievement Gains; Program Effectiveness; Causal Models; Comparative Analysis; Comparative Testing; Improvement Programs
Abstract:
This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school personnel-reported programming without distinction as to type, length, or degree of programming. No detrimental effects were found at the overall school level or for nongifted students. However, the results also indicated that, on average, the diverse programs reported in the Early Childhood Longitudinal Study, Kindergarten Class of 1988-1989 (ECLS-K) database had no effect on gifted students' achievement or academic attitudes. Considered in light of prior research indicating benefits of specific programs and existing inconsistent policies and programs, this suggests the need for future research to determine effective program characteristics and suggests that policy makers, educators, and parents actively must seek research-based practices to use with gifted children. (Contains 3 tables and 5 notes.)
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Pub Date: |
2011-11-00 |
Pub Type(s): |
Journal Articles; Opinion Papers |
Peer Reviewed: |
Yes |
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Descriptors:
Gifted; Talent; English Teachers; Interviews; Publishing Industry; Educational Research; Student Needs; Publications; Organizations (Groups); Professional Associations; Recognition (Achievement); Educational Background
Abstract:
This article presents an interview with Joel McIntosh, the publisher at Prufrock Press, whose publications reach more than 50,000 individuals and libraries. McIntosh started Prufrock in 1988 with a vision of making a powerful difference in the lives of gifted and talented children by striving to provide quality materials and cutting-edge research that meets the unique and ever-changing needs of this population. He is a tireless advocate for gifted education through his publishing efforts and his support of the nation's gifted organizations. For many years, he acted as the publisher of the "Journal for the Education of the Gifted," the "Journal of Advanced Academics" ("JOAA"), and "Gifted Child Today." A former high school English teacher, McIntosh received his master's degree in gifted education from Baylor University. There, he acted as project director for Project Mustard Seed, a joint effort of Baylor's School of Education and Texas A&M University funded through the Jacob K. Javits Gifted and Talented Students Education Act. In 2008, he received the National Association for Gifted Children's President's Award. In this interview, McIntosh talks about gifted education and the history of "JOAA."
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Pub Date: |
2011-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Familiarity; Preschool Children; Receptive Language; Expressive Language; Kindergarten; Conflict Resolution; Early Childhood Education; Young Children; Evaluation; School Readiness; Factor Analysis; Emergent Literacy; Computation; Psychomotor Skills; Preschool Teachers; Elementary Schools
Abstract:
Developmentally appropriate, psychometrically sound instruments are needed to assess young children and evaluate learning programs. In the United States, little guidance exists on the development and use of large-scale assessments that cover the broad range of skills that encompass young children's development. In 2005 and 2006, the State of Connecticut passed legislation requiring the implementation of a statewide developmentally appropriate assessment that "measures a child's level of preparedness for kindergarten." In response to this legislation, the Connecticut State Department of Education developed a Kindergarten Entrance Inventory. The Inventory was designed to provide a statewide snapshot of the skills that children demonstrate, based on teachers' observations, at the beginning of the kindergarten year. This article investigates teacher ratings of children's skills at kindergarten entry in one large urban district using a series of exploratory and confirmatory factor analyses. Analyses indicate that readiness evaluations should address the following skills: expressive language, receptive language, responses to stories, familiarity with books, familiarity with letters, emergent writing, counting, shapes and patterns, measurement, fine motor skills, gross motor skills, conflict resolution, social engagement, engagement with self-selected activities, and creative skills. (Contains 5 tables.)
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