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Peairs, Kristen F.; Sheppard, Christopher S.; Putallaz, Martha; Costanzo, Philip R. – Journal of Advanced Academics, 2019
The present study expanded our current understanding of leadership among academically gifted seventh-grade students by examining peer-identified leaders of naturally occurring social groups in a mixed ability setting. Three consecutive cohorts of seventh-grade students (N = 474; 57% female; 43% European American) attending a public magnet…
Descriptors: Academically Gifted, Leadership, Early Adolescents, Middle School Students
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Pereira, Nielsen; Bakhiet, Salaheldin Farah; Gentry, Marcia; Balhmar, Tahani Abdulrahman; Hakami, Sultan Mohammed – Journal of Advanced Academics, 2017
This study examined the psychometric properties and measurement invariance of the Arabic version of "My Class Activities" (MCA), an instrument designed to measure students' perceptions of interest, challenge, choice, and enjoyment in classrooms. Scores of 3,516 Sudanese students in Grades 2 to 8 were used. Confirmatory factor analysis…
Descriptors: Student Attitudes, Factor Analysis, Comparative Analysis, Gifted
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Moon, Tonya R. – Journal of Advanced Academics, 2016
Using data from a large southwestern school district, Bui, Craig, and Imberman investigated the effects of gifted and talented programming on middle school students' achievement and behavior (attendance and discipline) through two avenues. Using a regression discontinuity design for the first set of analyses, the authors took advantage of a…
Descriptors: Gifted, Middle School Students, Academic Achievement, Magnet Schools
Little, Catherine A.; McCoach, D. Betsy; Reis, Sally M. – Journal of Advanced Academics, 2014
Reading instruction often does not focus on appealing to student interests, offering choice, or responding to the needs of advanced readers. In this experimental study, we examined the effects on achievement of an instructional approach involving choice, differentiated instruction, and extensive, supported, independent reading, with corresponding…
Descriptors: Reading Instruction, Individualized Reading, Individualized Instruction, Reading Achievement
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Brulles, Dina; Peters, Scott J.; Saunders, Rachel – Journal of Advanced Academics, 2012
An increasing number of schools are implementing gifted cluster grouping models as a cost-effective way to provide gifted services. This study is an example of comparative action research in the form of a quantitative case study that focused on mathematic achievement for nongifted students in a district that incorporated a schoolwide cluster…
Descriptors: Academically Gifted, Action Research, Mathematics Achievement, Academic Achievement
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Van Voorhis, Frances Landis – Journal of Advanced Academics, 2011
Homework represents one research-based instructional strategy linked to student achievement. However, challenges abound with its current practice. This paper presents the results of three 2-year longitudinal interventions of the Teachers Involve Parents in Schoolwork (TIPS) homework program in elementary mathematics, middle school language arts,…
Descriptors: Educational Strategies, Homework, Middle Schools, Family Involvement
Rudasill, Kathleen Moritz; Callahan, Carolyn M. – Journal of Advanced Academics, 2010
The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability…
Descriptors: Advanced Students, Sex Stereotypes, Females, Gender Differences
VanTassel-Baska, Joyce; Feng, Annie Xuemei; Swanson, Julie Dingle; Quek, Chwee; Chandler, Kimberley – Journal of Advanced Academics, 2009
This study examined the academic and affective profiles of gifted students who were classified under five prototypes, including low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and…
Descriptors: African American Students, Academically Gifted, Low Income, Alternative Assessment
Timperley, Helen S.; Parr, Judy M. – Journal of Advanced Academics, 2007
A national literacy professional development project reduced the achievement gap for students experiencing difficulties in reading or writing in 91 of New Zealand's schools. It was based on two premises: coherence within and between the multiple levels of the schooling and educational administration systems, and a focus on evidence-informed…
Descriptors: Academic Achievement, Educational Administration, Identification, Feedback (Response)