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Adelson, Jill L.; Cash, Kathleen M.; Pittard, Caroline M.; Sherretz, Christine E.; Pössel, Patrick; Blackburn, Allison D. – Journal of Advanced Academics, 2019
The Reading and Me Survey (R&MS) measures reading self-perceptions and enjoyment of reading of intermediate elementary students and parallels the Math & Me Survey (M&MS). We examined its psychometric properties through content validation, exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and reliability and…
Descriptors: Self Concept, Literature Appreciation, Reading Attitudes, Student Attitudes
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Brigandi, Carla B. – Journal of Advanced Academics, 2019
Children with gifts and talents benefit from participation in programs grounded in research-based models. Implementation fidelity, however, is a potential moderator of intended benefits. The purpose of this study was to examine one teacher's fidelity of implementation for Type III Enrichment, an evidence-based gifted education practice and…
Descriptors: Fidelity, Curriculum Implementation, Evidence Based Practice, Curriculum Enrichment
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Gilson, Cindy M.; Matthews, Michael S. – Journal of Advanced Academics, 2019
In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further…
Descriptors: Case Studies, Engineering Education, Educational Opportunities, Disproportionate Representation
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El-Abd, Maria; Callahan, Carolyn; Azano, Amy – Journal of Advanced Academics, 2019
The present study investigated predictive factors of literacy achievement in third-grade students identified as gifted in rural schools. The sample consisted of 180 identified students in a total of eight districts, three of which were randomly assigned to the treatment condition and five of which were randomly assigned to the control condition.…
Descriptors: Predictor Variables, Literacy, Reading Achievement, Elementary School Students
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Wellisch, Mimi – Journal of Advanced Academics, 2019
A relatively pervasive "silence" exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research…
Descriptors: Preschool Children, Gifted, Early Childhood Teachers, Teacher Attitudes
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Collins, Kristina Henry – Journal of Advanced Academics, 2018
What is Black student's science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes…
Descriptors: STEM Education, Talent Development, Identification (Psychology), African American Students
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Turner, Jacqueline S.; Juntune, Joyce – Journal of Advanced Academics, 2018
Current literature has identified a growing achievement gap experienced by students raised in poverty. However, some students from poverty can defeat the odds and succeed academically with advanced degrees. Nine graduate students self-identified as being raised in poverty participated in this study. The home-related experiences that led to their…
Descriptors: Family Environment, Student Attitudes, Graduate Students, Poverty
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Mullet, Dianna R. – Journal of Advanced Academics, 2018
Critical discourse analysis (CDA) is a qualitative analytical approach for critically describing, interpreting, and explaining the ways in which discourses construct, maintain, and legitimize social inequalities. CDA rests on the notion that the way we use language is purposeful, regardless of whether discursive choices are conscious or…
Descriptors: Educational Research, Discourse Analysis, Qualitative Research, Research Methodology
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Ndum, Edwin; Allen, Jeff; Way, Jason; Casillas, Alex – Journal of Advanced Academics, 2018
We examined the role of six psychosocial factors (PSFs) in explaining gender gaps in English Composition (n = 8,633) and College Algebra (n = 2,261) using data of first-year female (55%) and male students from 42 colleges. Using a multilevel model and controlling for prior achievement, we found that PSFs mediated between 3% and 41% of the gender…
Descriptors: College English, College Mathematics, Algebra, Hierarchical Linear Modeling
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Szymanski, Antonia; Croft, Laurie; Godor, Brian – Journal of Advanced Academics, 2018
The purpose of this study is to explore teacher attitudes toward gifted students in several distinct areas and to provide psychometric evidence of reliability and validity for the use of an instrument titled "Determining Attitudes Toward Ability" (DATA) to measure specific components of teacher attitudes. Subscales of Focus on Others,…
Descriptors: Teacher Attitudes, Academically Gifted, Psychometrics, Faculty Development
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Hodges, Jaret – Journal of Advanced Academics, 2018
No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized…
Descriptors: Educational Legislation, Federal Legislation, Gifted, Special Education
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Sloan, Pessy J. – Journal of Advanced Academics, 2018
This study examined the relationship between attending one of the nine New York City (NYC) selective specialized public high schools and graduating from an honors college with a science, technology, engineering and mathematics (STEM) degree, compared with honors college graduates who attended any other high school. A causal-comparative study…
Descriptors: Public Schools, High Schools, STEM Education, Honors Curriculum
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Russell, Joseph L. – Journal of Advanced Academics, 2018
The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and…
Descriptors: High Schools, Secondary School Teachers, Teacher Attitudes, Academically Gifted
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Plominski, Abigail P.; Burns, Lawrence R. – Journal of Advanced Academics, 2018
The purpose of this study was to describe the current state of psychological wellbeing in gifted and nongifted undergraduate student sample populations and identify undergraduate populations experiencing heightened levels of distress within a large Midwestern public university. Study participants included 641 honors and 386 nonhonors undergraduate…
Descriptors: Psychological Patterns, Well Being, Academically Gifted, Undergraduate Students
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Lew, Shim; Harklau, Linda – Journal of Advanced Academics, 2018
Self-esteem is often invoked in scholarly literature and popular belief alike as contributing positively to academic achievement in immigrant youth. Yet, research exploring this link is sparse and findings are mixed. This article reports on a 5-year-long ethnographic case study exploring the educational path of a college-bound Latino adolescent in…
Descriptors: Self Esteem, Immigrants, Academic Achievement, Hispanic American Students
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