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McCoach, D. Betsy; Siegle, Del – Roeper Review, 2002
Using structured equation modeling techniques, this study examined factor structure differences in academic self-perceptions of 210 gifted high school students and a general population student group. Although there were large mean differences between gifted students and the general population students on the academic self-perceptions scale, the…
Descriptors: Factor Analysis, Gifted, Grade Point Average, High Schools
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Zhang, Li-fang; Hui, Sammy King-fai – Roeper Review, 2002
This study examined use of Sternberg and Zhang's (1995) pentagonal implicit theory of giftedness by 189 preservice teachers in China. In making judgments about giftedness, study participants considered three of the models' five criteria: excellence, productivity, and value (but not rarity and demonstrability). Results are compared to similar…
Descriptors: Ability Identification, Comparative Education, Cross Cultural Studies, Cultural Differences
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Siegle, Del; Schuler, Patricia A. – Roeper Review, 2000
Analysis of scores of 391 gifted students (grades 6-8) on the Multidimensional Perfectionism Scale found females expressed more concern than males about organization, while males reported stronger parental expectations. First born children reported higher parental criticism and expectations than youngest children. Females' concerns about making…
Descriptors: Birth Order, Gifted, Intermediate Grades, Middle Schools
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Cohen, LeoNora M. – Roeper Review, 1996
A process model for guiding explicit, systematic, and observable reflections on the state of gifted education is suggested, based on Ann Kerwin's Map of Ignorance. Use of the model is recommended for determining what is known and what is unknown in order to develop an agenda for future research and clarify practice and theory. (Author/PB)
Descriptors: Educational Change, Educational Innovation, Elementary Secondary Education, Gifted
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McCallister, Corliss; And Others – Roeper Review, 1996
Noting discrepancies between findings in the research literature on the social competence of gifted children and educators' subjective experience of students' social problems, this article examines five alternative hypotheses which may account for these discrepancies. Five areas of change are suggested to improve research on the social competence…
Descriptors: Change Strategies, Elementary Secondary Education, Gifted, Interpersonal Competence
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Edmunds, Alan L. – Roeper Review, 1998
This study evaluated the content, concurrent, and construct validity of the Leadership Skills Inventory (LSI), a measure designed to help students analyze the strength of their leadership skills. Results indicated satisfactory content, concurrent, and construct validity, although factor analysis revealed that the LSI contained only one factor, not…
Descriptors: Construct Validity, Content Validity, Elementary Secondary Education, Factor Structure
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Hong, Eunsook; And Others – Roeper Review, 1995
The predictive validity of original thinking, as measured by two subtests of the Wechsler Intelligence Scale for Children, to the performance of real-world creative activities (in such domains as art, drama, sport, music, and dance) was examined in 60 second-graders. Original thinking was significantly related to creative performance but not to…
Descriptors: Creative Activities, Creative Expression, Creative Thinking, Creativity
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Cross, Tracy L.; And Others – Roeper Review, 1995
This study explored psychosocial diversity of two groups of gifted adolescents: those who feel different from their nongifted peers (n=379), and those who do not (n=94). Comparisons between groups on demographic variables, perceptions of self and other students, and school behavior showed the latter group manifesting greater desire for social…
Descriptors: Adolescents, Gifted, Heterogeneous Grouping, Identification (Psychology)
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Howard-Hamilton, Mary; Franks, Bridget A. – Roeper Review, 1995
This study investigated the levels of moral reasoning, ego identity formation, and gender role socialization among 167 gifted and talented high school seniors. No significant gender differences were found, but different ethnic groups were more variable on the Defining Issues test than on other measures. Students in general endorsed either…
Descriptors: Ethnic Groups, Gifted, High School Seniors, High Schools
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Stocking, Vicki Bartosik; Goldstein, David – Roeper Review, 1992
Course selection of 795 gifted adolescents in a summer residential program differed along traditional gender lines in mathematics, science, and writing/literature. Girls and boys performed equally well in all types of classes; main effects in achievement and motivation were found only for type of class. The Scholastic Aptitude Test served as a…
Descriptors: Academic Achievement, Aptitude Tests, Course Selection (Students), Gifted
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Read, Carolyn Reeves – Roeper Review, 1991
A national survey of 142 public school districts in 1985-86 found a significantly greater proportion of girls than boys enrolled in gifted programs, however this predominance was reversed at grade 10 and continued through grade 12. Implications for high school programs for the gifted and further research are drawn. (Author/DB)
Descriptors: Age Differences, Elementary Secondary Education, Enrollment, Females
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Reis, Sally M. – Roeper Review, 1991
This article reviews several research studies on the achievement of gifted females. Factors that appear to contribute to lower achievement in career and profession include lower aspirations, lack of mentors, pressure to put energy into family, and poor self-esteem. Stressed are the different timelines for achievement experienced by many females.…
Descriptors: Adult Development, Elementary Secondary Education, Females, Gifted
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Hansen, Jan B.; Linden, Kathryn W. – Roeper Review, 1990
Strategies are discussed that provide a theoretically sound, valid, and practical framework for evaluating the processes used in identifying gifted/talented students. The strategies stress assessing the relevance of instruments used, their reliability and validity, their limitations, and using a variety of evaluation techniques. (JDD)
Descriptors: Ability Identification, Elementary Secondary Education, Evaluation Methods, Gifted
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Ford, Donna Y.; Harris, J. John, III – Roeper Review, 1990
This article reviews barriers to the recognition of and assistance for gifted and talented Black students, focusing on inadequate definitions, theories, and identification procedures. Rationales are presented for reexamining current definitions and broadening the theories of giftedness to include more Blacks. Recommendations are provided for…
Descriptors: Ability Identification, Black Students, Definitions, Educational Change
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Tyler-Wood, Tandra; Carri, Louis – Roeper Review, 1991
This study examined the scores obtained by 21 elementary-level gifted students on 4 different intellectual measures--Stanford-Binet (LM), Stanford-Binet (Fourth Edition), Otis-Lennon School Abilities Test, and the Cognitive Abilities Test. Results showed that the population of gifted students identified will vary greatly depending upon which test…
Descriptors: Ability Identification, Cognitive Ability, Elementary Education, Evaluation Methods
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