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Descriptors:
Academically Gifted; Reading Achievement; Reading Instruction; Elementary School Students; Reading Comprehension; Reading Fluency; Magnet Schools; Scores; Talent; Oral Reading; Reading Tests; Individualized Instruction; Teaching Methods

Abstract:
This research examined the range of reading fluency and comprehension scores of 1,149 students in five diverse elementary schools, including a gifted and talented magnet school. Results revealed a range in reading comprehension across all schools of 9.2 grade levels in Grade 3, 11.3 in Grade 4, and 11.6 in Grade 5. A similar wide range of oral reading fluency scores was found across all elementary schools, as students scored from below the 10th percentile to above the 90th percentile. These results demonstrate the wide range of reading achievement in diverse populations of students, including gifted students, and the need for teachers to differentiate both reading content and instruction to enable all students to make continuous progress in reading. (Contains 5 tables and 2 figures.) 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:
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. 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:
Learning Theories; Gifted; Enrichment Activities; Enrichment; Models; Investigations; Electronic Learning; Internet; Teaching Methods; Classroom Environment; Educational Strategies; Information Technology; Virtual Classrooms; Children; One Parent Family

Abstract:
Remarkable advances in instructional communication technology (ICT) have now made it possible to provide high levels of enrichment services to students online. This paper describes an Internet-based enrichment program based on a high-end learning theory that focuses on the development of creative productivity through the "application" of knowledge rather than the mere acquisition and storage of knowledge. The program, called Renzulli Learning System (RLS), extends the pedagogy of the Schoolwide Enrichment Model (SEM) to various forms of enrichment as well as first-hand investigative and creative endeavors. In this paper, a brief overview is provided about the SEM, the organizational framework upon which the RLS is based. This section will be followed by summaries of the Three-Ring Conception of Giftedness and the Enrichment Triad Model, the two theories underlying SEM, and the final section presents a detailed description of the RLS. 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:
Group Instruction; Reading Comprehension; Reading Fluency; Reading Programs; Grade 5; Individualized Instruction; Reading Achievement; Enrichment Activities; Elementary School Students; Program Effectiveness; Oral Reading; Comparative Analysis; Racial Differences; Limited English Speaking; Disabilities; Academically Gifted; Disadvantaged Youth; Rural Schools; Urban Schools; Suburban Schools; Check Lists

Abstract:
This experimental study examined the effect of a differentiated, enriched reading program on students' oral reading fluency and comprehension using the schoolwide enrichment model-reading (SEM-R). Treatment and control conditions were randomly assigned to 63 teachers and 1,192 second through fifth grade students across five elementary schools. Using multilevel modeling, significant differences favoring the SEM-R were found in reading fluency in two schools (Cohen's "d" effect sizes of 0.33 and 0.10) and in reading comprehension in the high-poverty urban school (Cohen's "d" = 0.27), with no achievement differences in the remaining schools. These results demonstrate that an enrichment reading approach, with differentiated instruction and less whole group instruction, was as effective as or more effective than a traditional whole group basal approach. (Contains 13 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:
Gifted; Talent; Educational Experience; Special Education; Educational Research; Creativity; Productivity; Educational Attitudes

Abstract:
What recent research has been conducted about gifted and talented students and their learning experiences in school? As we complete the first decade of the new century we are entering a time when much attention is focused on remediation and test preparation; it only seems appropriate to reflect upon what has been learned about gifted education during the last few decades and consider the compelling evidence that may or may not support special services for gifted and talented. Consensus on which research themes and studies should be included in this type of examination would difficult to reach, but we have identified six important themes that are discussed in the article. This review of research strongly suggests that the need for gifted education programs remains critical during the current time period in American education when our nation's creative productivity is being challenged by European and Asian nations. (Contains 1 table.) 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:
Parent Participation; Academic Achievement; School Effectiveness; Parent School Relationship; Prediction; Surveys; Parent Attitudes; Low Income; Reading Achievement; Mathematics; Correlation

Abstract:
In this study, we predicted achievement based on a variety of school demographic and background variables and identified schools that had achievement profiles that exceeded or fell short of their expected achievement levels. We identified schools that were over- or underperforming and surveyed parents, teachers, and administrators in an effort to isolate factors that differ across the two types of schools. Across the three sets of surveys, perceptions of parents and perceptions about parents emerged as an interesting area of difference. Although parents in the positive and negative outlier schools reported similar perceptions about parent/teacher communication, teachers and administrators in the positive outlier schools appeared to have more positive perceptions of parents. Specifically, these teachers perceived the parents in their school as being more involved in their children's education, and they encouraged high levels of parent involvement. Certainly, these more positive attitudes may help educators work more effectively with parents, building a more effective partnership to increase student achievement. Perhaps consequently, parents in the positive outlier schools reported greater satisfaction with their schools than parents in the negative outlier schools did. This study found that parental involvement and parental perceptions were key variables that helped to explain differences of the over- and underachieving schools. Thus, communication and collaboration among parents, teachers, and staff appear to be critical factors predicting the success of low-SES schools. (Contains 1 endnote and 10 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:
Acceleration (Education); Student Attrition; Gifted; College Students; Student Attitudes; Individual Differences; Student Surveys

Abstract:
This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive attrition. Programs and their host institutions need to acknowledge and consider whether positive attrition is acceptable and then structure their screening policies accordingly. Programs would also do well to ensure that screening takes into account students' talents and interests, for by ensuring an appropriate match, or "fit," between the candidate, the program, and the host college or university, administrators and staff may help to improve retention and the overall quality of the experience for the early college accelerant. Appropriate screening is the key to improving academic fit, and the first step in improving screening may be for an institution to determine whether positive attrition is desirable or not. It is important during the screening process to match students' interests and talents with academic courses and opportunities offered by the college or university. Level of challenge is also a consideration, and part of the screening process should consider whether courses offered at the college are sufficiently challenging for the candidate. Administrators of these programs may wish to consider expanding current course offerings to include more majors and courses or recruiting the strongest students into the most challenging courses and majors that they currently offer. Participants enter early entrance programs at a very young age and may not be academically ready to select a major or a career in their teens, so more career counseling may be required than is normally provided at many colleges. (Contains 8 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:
Urban Schools; Academically Gifted; Talent; Emotional Adjustment; Urban Areas; Talent Development; Superintendents; Access to Education; Counties; Educational Philosophy; Educational Strategies

Abstract:
Academically talented students in many urban areas in the authors' Northeastern corner of the county have limited access to gifted and talented programs due to lack of funding and attention focused on students who are achieving well below grade level. In the city of Hartford, for example, no gifted program has been available for more than a decade, and teachers and administrators acknowledge that the needs of many high-potential and gifted students often are not met in classrooms. In fact, the Renzulli Academy emerged from an initiative of the Assistant Superintendent with the full support of the Superintendent, Dr. Steven Adamowski. The creation of the Renzulli Academy is the result of this awareness and the collaborative effort between Assistant Superintendent Miriam Morales-Taylor and Sally Reis, professor and researcher in gifted education and talent development at the Neag School of Education, University of Connecticut. Over the course of several months, a preliminary plan was developed for the curriculum and instruction that would guide the program, as well as its organization. This article briefly describes the academy, its philosophy and model, social and emotional adjustment of the students, curriculum and instructional programming, strategies that worked, and changes and modifications. 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:
Qualitative Research; Females; Research Methodology; College Applicants; Academic Achievement; Achievement Tests; Educational Opportunities; Gender Differences; Academically Gifted; College Entrance Examinations; Scores; Family Environment; Institutional Characteristics; Mathematics Achievement; High School Seniors; Disproportionate Representation; Sciences; Engineering; Technology Education

Abstract:
The issue of gender differences in female math achievement, especially among highly able females has been studied by researchers over the last few decades. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability students, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggested that these young, talented women had a number of common characteristics that may have possibly enabled them to be successful in mathematics. Educational implications for both classroom and the home lives of high-achieving young women are discussed. (Contains 4 tables and 1 figure.) 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; Teacher Evaluation; Talent; Factor Structure; Rating Scales; Scientific Concepts; Mathematical Concepts; Enrichment; Student Characteristics; Reliability; Student Evaluation; Identification; Reading Skills; Reading Attitudes; Reading Processes; Language Aptitude; Problem Solving; Student Interests; Science Interests; Technological Literacy; Mentors; Creativity

Abstract:
Teacher rating scales have been used widely throughout the United States as part of a comprehensive plan for identifying potentially gifted and talented students. The Scales for Rating the Behavioral Characteristics for Superior Students (SRBCSS) are among the most frequently used teacher rating scales to assess the characteristics of and nominate high-ability students for gifted and enrichment programs. These scales also have been used to make decisions about identification and the range of services provided to these students. Four new SRBCSS subscales in mathematics, reading, science, and technology are introduced in an effort to guide teacher nomination of talent in each of these content areas. The reading scale measures accelerated reading, enjoyment of reading, advanced reading processing, and advanced language. The mathematics scale is designed to measure students' interest and approaches to solving mathematical problems and their ease in understanding mathematical concepts. The science scale is designed to measure students' interest in and approaches to solving problems in science and their ease in understanding scientific concepts. The technology scale examines four specific student characteristics: expertise using technology, interest and initiative in using technology, mentoring others in technology, and creative integration of technology. (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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