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Pub Date: |
2009-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Summer Programs; Academically Gifted; Coping; Interpersonal Relationship; Interaction; Peer Acceptance; High Schools; Student Behavior; Longitudinal Studies; Adjustment (to Environment); High School Students; Residential Schools; Self Concept
Abstract:
Much of the research on the social coping of students with gifts and talents has relied on a single administration of an instrument while the participants were attending a summer program. This study attempts to understand how attendance at a residential high school (academy) may affect academically gifted students over time. Students in two graduating classes at the academy completed the Social Coping Questionnaire on two (class of 2006) or three (class of 2005) occasions during their 2 years at the academy. Significant differences across approximately the first year at the academy are found for the items "denying giftedness" (more common after a year at the academy), "social interaction" (less common after a year at the academy), and "peer acceptance" (higher after a year at the academy). Putting the Research to Use: Schools are inherently social enterprises. Research has demonstrated that students with gifts and talents often learn coping behaviors to navigate the social milieus of their schools. Because students have agency, they have the capability to modify their social coping strategies based on their perceptions and social goals. This paper sheds light on both the social coping behaviors of 300 academically gifted students upon entering a residential school for gifted adolescents and how they adapted to the new community over a two-period. The results of this study allow the reader to understand the complexities of school environments as social contexts and how students with gifts and talents cope with them. (Contains 2 tables and 2 notes.)
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Pub Date: |
2007-00-00 |
Pub Type(s): |
Journal Articles; Reports - Evaluative |
Peer Reviewed: |
Yes |
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Descriptors:
Educational Planning; Academically Gifted; Talent Identification; Achievement Tests; Acceleration (Education); Foreign Countries; Academic Ability; Evaluation Methods; Student Evaluation; Scores; Ability Identification
Abstract:
Typical standardized achievement tests cannot provide accurate information about gifted students' abilities because they are not challenging enough for such students. Talent searches solve this problem through above-level testing--using tests designed for older students to raise the ceiling for younger, gifted students. Currently, talent search programs serve gifted students from grades 2 through 8 throughout the mainland United States and in several foreign countries. Extensive research demonstrates that above-level test scores differentiate among levels of giftedness and have important implications for educational planning. Students with high scores learn advanced material rapidly and well and thrive in accelerated learning settings. Therefore, talent searches have followed up on testing with educational programs, many of which focus on acceleration. Decades of research have documented both academic and psychosocial benefits to participants. Perhaps the greatest challenge ahead of the talent searches is that of facilitating the appropriate education of gifted students in the school setting. (Contains 1 table.)
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Pub Date: |
2005-01-01 |
Pub Type(s): |
Journal Articles |
Peer Reviewed: |
Yes |
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Descriptors:
Gender Differences; Factor Structure; Academically Gifted; Self Concept
Abstract:
Current self-concept theories suggest a multi-dimensional construct, with domain-specific self-concepts hierarchically related to global self-concept. The academic domain may be comprised of subject-specific domains that are related to performance in corresponding areas. Here, gifted students' responses to questions about how they compare with other students in a variety of school subjects reflected only a single factor. Excepting math, domain-specific self-perceptions were not strongly related to corresponding above-level test performance. No gender differences in congruence between self-perception and performance were evident in any domain except reading, where a small difference favored girls. No meaningful differences by grade level or school type (public vs. private) were found. Despite some limitations in the measures, these findings raise questions about the strength of domain-specific self-concepts among gifted elementary students.
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Pub Date: |
2005-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Elementary School Students; Talent; Ability Identification; Gifted; Participant Satisfaction; Program Descriptions; Test Results; Scores; School Personnel; Surveys
Abstract:
Talent searches for seventh and eighth graders have extensive empirical support, and the model has been successfully extended to elementary students. Research has focused on participants earning high scores on above-level tests, however, not typical participants. Here, 597 families and 93 schools that participated in the Carnegie Mellon Institute for Talented Elementary Students (C-MITES) Elementary Student Talent Search (ESTS), completed follow-up surveys designed to measure the typical participant's satisfaction with the program and use of test scores. Families were very satisfied with their ESTS experience, but above-level test scores were not often used by schools. The most common use of the scores was to qualify students for extracurricular programs. School personnel appear to lack understanding of the information to be gained from above-level test scores despite literature provided to them by the talent searches. Talent search organizations need to find creative ways of educating schools about their services so that benefits to all participants can be maximized.
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Author(s): |
Swiatek, Mary Ann |
Source: |
Journal of Youth and Adolescence, v30 n1 p19-39 Feb 2001 |
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Pub Date: |
2001-00-00 |
Pub Type(s): |
Journal Articles; Reports - Research |
Peer Reviewed: |
Yes |
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Descriptors:
Coping; Gifted; High School Students; High Schools; Self Concept; Sex Differences; Social Adjustment
Abstract:
Studied social coping among gifted high school students using a revised Social Coping Questionnaire (M. Swiatek, 1995). Results for 212 gifted students show that females were more likely than males to deny giftedness and maintain high activity levels, while males were more likely to use humor for coping. Results also indicate that problem-focused social coping strategies are more adaptive than emotion-focused, denial-based strategies. (SLD)
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