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Renbarger, Rachel; Long, Kody – Journal of Advanced Academics, 2019
Research indicates that high-potential students from low-income backgrounds have decreased educational attainment and success in college compared with their higher income peers. The purpose of this review is to synthesize the interventions that support postsecondary success for this group. Using a systematic review protocol, we identified five…
Descriptors: Intervention, Academic Achievement, College Students, Low Income Students
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Dixson, Dante D.; Roberson, Cyrell C. B.; Worrell, Frank C. – Journal of Advanced Academics, 2017
Grit, growth mindset, ethnic identity, and other group orientation are four psychosocial variables that have been associated with academic achievement in adolescent populations. In a sample of 105 high achieving African American high school students (cumulative grade point average [GPA] > 3.0), we examined whether these four psychosocial…
Descriptors: African American Students, Correlation, Psychological Patterns, Social Influences
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Jen, Enyi – Journal of Advanced Academics, 2017
A search of the literature, from 1984 to 2015, revealed that only 17 empirical studies of direct affective intervention with high-ability students exist in the field of gifted education. These selective 17 studies, with the justifiable data published alongside them, were analyzed. Five major findings included. First, there is a need for more…
Descriptors: Intervention, High Achievement, Academic Ability, Literature Reviews
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Foreman, Jennifer L.; Gubbins, E. Jean – Journal of Advanced Academics, 2015
Teacher nominations of students are commonly used in gifted and talented identification systems to supplement psychometric measures of reasoning ability. In this study, second grade teachers were requested to nominate approximately one fourth of their students as having high learning potential in the year prior to the students' participation in a…
Descriptors: Academically Gifted, Talent Identification, Psychometrics, Elementary School Teachers