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Cao, Thuy Hong; Jung, Jae Yup; Lee, Jihyun – Journal of Advanced Academics, 2017
Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in…
Descriptors: Program Evaluation, Foreign Countries, Evaluation Methods, Talent
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Snyder, Kate E.; Barger, Michael M.; Wormington, Stephanie V.; Schwartz-Bloom, Rochelle; Linnenbrink-Garcia, Lisa – Journal of Advanced Academics, 2013
The current study investigated whether the developmental timing of a student's identification as gifted (i.e., when a student is first identified) was associated with later implicit beliefs about intelligence, and whether this relation is moderated by academic ability. A sample of 1,743 high-ability college students reported on whether and when…
Descriptors: Talent Identification, Academically Gifted, Intelligence, Academic Ability
O'Shea, Margaret; Heilbronner, Nancy N.; Reis, Sally M. – Journal of Advanced Academics, 2010
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,…
Descriptors: Qualitative Research, Females, Research Methodology, College Applicants
York, E. Anne – Journal of Advanced Academics, 2008
The purpose of this research was to examine the college and career plans of a high-achieving group of students, high school valedictorians, to determine whether the females had equal aspirations with the males at the end of the senior year of high school in terms of their intended college major, the selectivity of their chosen college, and for…
Descriptors: Majors (Students), Females, Academic Achievement, High Achievement
Spielhagen, Frances R. – Journal of Advanced Academics, 2006
Recent changes in national and state mathematics standards have increased the level of algebraic thinking taught in younger grades. These changes have prompted more inclusive curriculum designs that open the opportunity to enroll in advanced mathematics courses at younger ages. Of particular interest to this study is the access to eighth-grade…
Descriptors: Grade 8, Mathematics Education, Algebra, Mathematics Achievement