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“Important Enough to Show the World”: Using Authentic Research Opportunities and Micropublications to Build Students’ Science Identities Journal of Advanced Academics Pub Date : 2024-03-15 Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, Eric M. Rubenstein
Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make
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The Impact of Academic Development Structures on Self-Perception: Honors Versus Nonhonors University Students Journal of Advanced Academics Pub Date : 2024-03-12 Beatrice M. Bean, Nicolette P. Rickert
The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures
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35(2) The Editorial Word: Thrive Journal of Advanced Academics Pub Date : 2024-03-06 Angela M. Novak
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Teachers’ Perceptions of Mathematical Discourse Journal of Advanced Academics Pub Date : 2024-03-06 Stacy M. Hayden, Kelly Kearney, E. Jean Gubbins
This article analyzes teachers’ perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative, meaning that teaching it served as professional learning
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Perceived Mental Health among Identified Talented and Nonidentified Students from Indian Villages, Towns, and Cities During the COVID-19 Pandemic Journal of Advanced Academics Pub Date : 2024-02-20 Anyesha Mishra, Anurag Dey, Paromita Roy
The present study investigates the perception of experience of depression, anxiety, and stress (DAS) among young adults (18–22 years of age) from different locales in India during the global COVID-19 pandemic. The sample included 1,020 participants (603 males and 417 females) with 470 identified talented students (ITS) and 550 nonidentified students (NiS) from Indian villages, towns, and cities. multivariate
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South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education Journal of Advanced Academics Pub Date : 2024-02-08 Heejin Woo, Therese M. Cumming, Susan C. O’Neill
Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested
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Tinkercad Circuits Platform-Based Learning Experiences of Gifted Students in the Emergency Distance Education Process Journal of Advanced Academics Pub Date : 2024-02-07 Cengiz Tuysuz, Nurettin Can Bodur, Ilker Ugulu
An issue arising in emergency distance education procedures, such as the response to the COVID-19 pandemic, is a lack of appropriate high-quality content and course activities for high ability students suitable for distance education. In this study, online CAD-based learning experiences structured with the Tinkercad Circuits Platform designed for gifted students were investigated based on the opinions
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A Qualitative Study on the Socialization and Transitions of Early College High School Graduates in Texas Journal of Advanced Academics Pub Date : 2024-02-02 Stephanie Cuellar, Taryn Ozuna Allen
Early College High Schools (ECs) are growing in popularity as an affordable avenue for students to obtain up to an associate's degree while in high school in Texas. Using Merton's (1966) Anticipatory Socialization Theory, this study investigated how ECs shaped 13 graduates’ social behaviors and norms while in high school, and then how they leveraged those behaviors in their transition to college. Results
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Gifted High School Students’ Perceptions of the Impact of Classroom Power Dynamics on Motivation and Empowerment Journal of Advanced Academics Pub Date : 2024-01-12 Amy K. Graefe
Past research has indicated that teachers’ use of relational power directly influences students’ sense of empowerment and that students who feel empowered are more likely to be motivated. This phenomenological, retrospective study investigated gifted high school students’ perceptions of power and empowerment within their classrooms and the relationship of these to motivation. Specifically, I explored
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A Qualitative Exploration of the Facilitators and Barriers of Cognitive Engagement Among Ninth-Grade Students in Accelerated Curricula Journal of Advanced Academics Pub Date : 2024-01-10 Kai Zhuang Shum, Shannon M. Suldo, Elizabeth Shaunessy-Dedrick, Lindsey M. O’Brennan
In this study, we used an extreme case approach to examine the facilitators and barriers of cognitive engagement among freshmen in Advanced Placement (AP) or Pre-International Baccalaureate (IB) courses. Twelve ninth-grade AP/IB students participated in semistructured interviews focused on cognitive engagement. After analyzing the data using a generic approach with an emphasis on constant-comparative
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Examining Students’ Perceptions of Giftedness, Need for Cognition, and Goal Orientations Journal of Advanced Academics Pub Date : 2024-01-05 Megan Parker Peters, Emily Mofield
We employed a mixed methods research design using survey data to examine gifted students’ perceptions of implicit theories of intelligence, giftedness, need for cognition, and goal orientations. Eighty-one gifted middle-school students completed the Mindset Assessment Profile (MAP) plus open-ended questions concerning giftedness, expectations, challenges, and personal goals. Results indicated that
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Developing Creative Potential: The Power of Process, People, and Place Journal of Advanced Academics Pub Date : 2023-04-25 Scott G. Isaksen
Creativity is increasingly seen as a key human capability that can be deliberately developed. Correspondently, a proliferation of tools, techniques, and methods are available in the academic and po...
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The Advanced Placement Program in Texas — Local Access Offered by Public School Districts is Decreasing While the Breadth of Differentiated Courses Offered is Increasing Journal of Advanced Academics Pub Date : 2022-11-01 William A. Ellegood, Jill M. Bernard Bracy, Donald C. Sweeney, II
This article presents an analysis of the participation of Texas public school districts in the Advanced Placement (AP) program for academic years ending 2013 through 2019. We develop and estimate t...
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The Leading Wisdom Development Framework: An Integrated Roadmap for Cultivating a Sense of Purpose and Meaning Journal of Advanced Academics Pub Date : 2022-10-18 Manoj Chandra Handa
Our aspirations for gifted learners in talent development programs need to go beyond the development of expertise, creative productivity, and eminence. It is argued that wisdom development should b...
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Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania Journal of Advanced Academics Pub Date : 2022-10-17 Joseph Reginard Milinga, Jaquiline Amani, Suitbert Emil Lyakurwa
Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, the...
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Gender Disparities in AP Computer Science Exams: Analysis of Trends in Participation and top Achievement Journal of Advanced Academics Pub Date : 2022-08-15 A. Kadir Bahar, Erdogan Kaya, Xiaolu Zhang
Using the test scores of more than 1,000,000 students who participated in the Advanced Placement Computer Science (AP CS) exams from 1997 to 2020, this study examined the direction and magnitude of...
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Qualitative Evaluation of the Science Curriculum Applied in Science and Art Centers (SACs) for Gifted Students in Turkey Within the Framework of the CIPP Approach Journal of Advanced Academics Pub Date : 2022-08-15 Nurettin Can Bodur, Cengiz Tuysuz, Ilker Ugulu
This study was conducted using a qualitative approach as it aimed to evaluate the Science and Art Center Science Curriculum (SACSC), which was updated in 2020, within the framework of the context, ...
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Talented Teachers’ Perceptions of an Intensive Summer Symposium and the Need for Differentiated Professional Learning Journal of Advanced Academics Pub Date : 2022-08-10 Cindy M. Gilson, Drew Polly, Kellan W. Strong
Effective professional learning (PL) practices are essential for promoting experienced and talented teachers’ continued growth, and ultimately, supporting student achievement, including gifted stud...
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Promoting High-Achieving Students Through Differentiated Instruction in Mixed-Ability Classrooms—A Systematic Review Journal of Advanced Academics Pub Date : 2022-07-29 Lisa Ziernwald, Delia Hillmayr, Doris Holzberger
Promoting high-achieving students plays an important role in the school context. Hence, one promising support measure within the mixed-ability classroom is differentiated instruction (DI). The curr...
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Factors That Help or Hinder the Development of Talent in Physics: A Qualitative Study of Gifted Finnish Upper Secondary School Students Journal of Advanced Academics Pub Date : 2022-07-05 Taina Makkonen, Jari Lavonen, Kirsi Tirri
This qualitative study examined factors that gifted Finnish upper secondary school physics students (N = 24) identified as helping or hindering their talent development in physics. In-depth intervi...
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Why Continuity of STEM-Medicine Participation Matters: Exploring a Culture of Transformation and the Optimization of College Socialization Journal of Advanced Academics Pub Date : 2022-06-29 Janet Rocha, Brian Cabral, Judith Landeros, Clyde W. Yancy
This study examined the impact of an out-of-school science, technology, engineering, and mathematics-medicine (STEM-M) program in a large U.S. metropolitan area designed to support the learning, de...
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Influencers and Major Themes in a Gifted Education Community of Practice on Twitter Journal of Advanced Academics Pub Date : 2022-05-11 Erin Morris Miller, Jennifer L. Jolly, Jacqueline N. Latz, Kelsi Listman
Twitter is a valuable resource for research because of its potential to provide insight into public opinion as well as to identify the most influential sources of information. Mixed-methods explora...
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School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap Journal of Advanced Academics Pub Date : 2022-04-11 Russell T. Warne, Ross A. A. Larsen
Experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to their immedia...
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Equitable Identification of Underrepresented Gifted Students: The Relationship Between Students’ Academic Achievement and a Teacher-Rating Scale Journal of Advanced Academics Pub Date : 2022-03-29 Hyeseong Lee, Kristen Seward, Marcia Gentry
Underrepresentation of students from low-income families and/or certain ethnic groups has been a persistent worldwide problem in the field of gifted education. Because teachers frequently serve as ...
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Reconsidering Achievement Goal Orientation for Undergraduate Honors Students Journal of Advanced Academics Pub Date : 2022-03-18 Angie L. Miller
Previous research has suggested mixed results concerning gifted populations and achievement goal orientation. This study investigated achievement goal orientation in honors and general education un...
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The State of Knowledge in Rural Gifted Education: A Systematic Literature Review Journal of Advanced Academics Pub Date : 2022-02-15 Jae Yup Jung, Geraldine Townend, Peta K. Hay, Susen R. Smith
To outline the current state of empirical knowledge in rural gifted education, a systematic review of the international empirical literature was conducted with peer-reviewed journal articles published from 2000 to 2020. Six inclusion/exclusion criteria guided the searches that were undertaken of the ERIC and PsycINFO databases, six peer-reviewed journals in gifted education, and three peer-reviewed
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Predictors of Academic Achievement in Dual Credit Students Journal of Advanced Academics Pub Date : 2022-01-18 Kelly Dyer, Gina Childers, Michael R.L. Odell
Enrollment in dual credit classes has increased over the last 10 years benefiting K-20 education and high school students in providing an opportunity to obtain college credits and increasing postsecondary education enrollment. The purpose of this study was to investigate the predictors of achievement through the lens of Social Cognitive Theory by documenting cognitive and noncognitive factors of dual
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Corrigendum Journal of Advanced Academics Pub Date : 2022-01-06
Picho-Kiroga, K., Turnbull, A. & Rodrigueze-Leahy, A. 2021. Stereotype threat and its problems: Theory misspecification in research, consequences, and remedies. Journal of Advanced Academics, 32(2), 231–264. https://journals.sagepub.com/doi/full/10.1177/1932202X20986161
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A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development? Journal of Advanced Academics Pub Date : 2021-12-16 María D. Vásquez-Colina, Leila Shatara, Tricia L. Meredith
Early college and dual enrollment initiatives provide students opportunities for college credit courses and increased academic engagement. The purpose of this mixed methods research study was to examine the case of 79 dual-enrolled students in a research methodology course using online surveys and focus groups. Students perceived increased knowledge regarding undergraduate research content, whereas
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The ChallenGE Project: Using Design-Based Research to Determine the Effectiveness of a Design Thinking Approach to Professional Learning in Gifted Education Journal of Advanced Academics Pub Date : 2021-12-14 Lesley Henderson, Desiree Gilbert, Alice Duffield, Janet Farrall
Using a Design Thinking (DT) approach, the ChallenGE Project in South Australia (SA) was an innovative professional learning (PL) program that was developed, implemented, and researched by three Senior Educational Consultants from the Association of Independent Schools of South Australia (AISSA) and one academic from Flinders University over three years. The aim was to support participating schools
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The Achievement Motivation Enhancement Curriculum: Evaluating an Affective Intervention For Gifted Students Journal of Advanced Academics Pub Date : 2021-12-08 Ophélie A. Desmet, Nielsen Pereira
The present qualitative pilot study aimed to evaluate students’ perceptions of procedures and outcomes from an affective intervention to increase achievement motivation among gifted students. The intervention was implemented at a summer program with 20 students. Using inductive analysis, participants’ perceptions of the intervention and its effects were evaluated. This study’s findings show most students
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Learning Transdisciplinary Collaboration: Undergraduate Student Perceptions of Successes and Areas for Improvement in Transdisciplinary, Problem-Focused Honors Seminar Courses Journal of Advanced Academics Pub Date : 2021-11-29 Anne-Lise Velez, Stephanie N. Lewis, Raymond C. Thomas, Desen S. Ozkan
The honors college at a large land-grant research university developed transdisciplinary courses to provide undergraduate opportunities for small, student-centered classes and collaborative problem engagement in a global context. In these courses, students engage principles of competency-based education and inquiry-based learning combined with instruction in transdisciplinarity and decision-making
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No Strong Evidence of Stereotype Threat in Females: A Reassessment of the Meta-Analysis Journal of Advanced Academics Pub Date : 2021-11-29 Russell T. Warne
Recently, Picho-Kiroga (2021) published a meta-analysis on the effect of stereotype threat on females. Their conclusion was that the average effect size for stereotype threat studies was d = .28, but that effects are overstated because the majority of studies on stereotype threat in females include methodological characteristics that inflate the apparent effect size. In this response, I show that Picho-Kiroga
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Students’ Experiences in Summer Enrichment Engineering Courses: An Input–Process–Outcome Model of Collaborative Creativity Journal of Advanced Academics Pub Date : 2021-09-13 Mehdi Ghahremani, Nielsen Pereira, Ophélie Allyssa Desmet, Marcia Gentry
In this study, we examined students’ experiences regarding precollege engineering curricula, classroom environments, and their experiences with the creative process in two engineering courses offered in a university-based summer enrichment program. Applying provisional and open coding to interview data from 16 participants, an Input–Process–Outcome Model of Collaborative Creativity (IPOCC model) was
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Considering the Long-Term Transformative Impact of Creativity Training on the Work and Lives of Teachers Journal of Advanced Academics Pub Date : 2021-09-08 Jennifer Groman
The purpose of this study is to examine teacher perceptions of the long-term transformative impact of Piirto’s Creativity Model and personal creativity exploration on teachers. Creativity training has been part of Ashland University’s Talent Development program for over 20 years using Piirto’s creativity model. The course encompasses multiple models of creativity, including the Torrance Incubation
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The Impact of School Environment on Talent Development: A Retrospective View of Gifted British and Polish College Students Journal of Advanced Academics Pub Date : 2021-07-26 Marcin Gierczyk, Steven I. Pfeiffer
The aim of this study was to examine gifted British and Polish college students’ (N = 30) retrospective perceptions of their school environments in relation to talent development using a semi-structured, in-depth interview. Qualitative analyses revealed how school and teachers influenced gifted students’ talent development. Findings indicate that, according to both the British and the Polish students
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The Potential of Advanced Placement to Improve College Outcomes and Narrow Racial/Ethnic and Socioeconomic Disparities Journal of Advanced Academics Pub Date : 2021-06-24 Sarah Fierberg Phillips, Brett Lane
The U.S. economy requires a highly educated workforce, yet too few black, Latino, and low-income students attend, persist, and graduate from college. The present study examines the college outcomes of participants in a model Advanced Placement® (AP) intervention to shed light on its effectiveness and determine whether improving AP participation and performance is a promising strategy for closing persistent
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A Content Analysis of Selected State Plans for Gifted and Talented Education Journal of Advanced Academics Pub Date : 2021-06-23 Kari Lockhart, Melanie S. Meyer, Kacey Crutchfield
Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic
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Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership? Journal of Advanced Academics Pub Date : 2021-06-16 Rachel U. Mun, Miriam D. Ezzani, Glorry Yeung
Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or
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Engagement in Learning Physics Through Project-Based Learning: A Case Study of Gifted Finnish Upper-Secondary-Level Students Journal of Advanced Academics Pub Date : 2021-06-02 Taina Makkonen, Kirsi Tirri, Jari Lavonen
Research on the advantages and disadvantages of project-based learning (PBL) among gifted pupils studying physics is scarce. This mixed-methods study investigates engagement, experiences, and learning outcomes among gifted Finnish upper-secondary-level students learning physics through PBL. A six-lesson PBL module on basic Newtonian mechanics was designed and implemented for a group of gifted students
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Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review Journal of Advanced Academics Pub Date : 2021-05-14 Brenda K. Davis
Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis
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Parent Perspectives on Sending Their Children to College Early Journal of Advanced Academics Pub Date : 2021-04-23 Nancy B. Hertzog, Kristen N. Lamb, Sakhavat Mammadov
Early entrance to college, a form of academic acceleration, is an educational alternative that opens pathways for advanced students to have challenging, stimulating, and relevant learning experiences. Children who choose this option enter the adult world several years earlier than most of their age peers. This involves extra growth, adaptation, and a nontypical route through adolescent developmental
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Advanced Placement and Concurrent Enrollment Substitution Effects Journal of Advanced Academics Pub Date : 2021-04-02 Grant Clayton
Advanced placement (AP) and concurrent enrollment (CE) provide high school students with rigorous coursework and possible college credit. Theoretical modeling predicted students would substitute CE for AP courses conditional on their probability of earning university credit, passing AP tests, and college selectivity despite CE costing more than AP. In the current study, CE costs to families drop to
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The Relationship Between Cognitive and Affective Dimensions of Reading Self-Concept With Reading Achievement in English and Russian Journal of Advanced Academics Pub Date : 2021-02-25 Könül Karimova, Benő Csapó
This study aimed to evaluate whether cognitive and affective dimensions of reading self-concepts in English and Russian are distinct constructs and to examine whether the relationships among cognitive and affective variables are invariant across gender. A total of 349 tenth-grade Azeri students were selected from 12 schools in Baku, Azerbaijan. This study adapted the Self-Description Questionnaire
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Acquiring the Art of Conducting: Deliberate Practice as Part of Professional Learning Journal of Advanced Academics Pub Date : 2021-02-22 Simon Schmidt, Manuel Längler, Amelie Altenbuchner, Louisa Kobl, Hans Gruber
Research was and still is involved in the controversial issue about innate talent or extensive practice as the determinants of excellent performance in a range of domains. This study aims to contribute by presenting an analysis of practice activities in a domain that appears to be particularly suitable—orchestral conducting. Most conductors usually attain expertise in instrument playing prior to commencing
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Validity and Utility of the Test of Creative Thinking Drawing Production for Dutch Adolescents Journal of Advanced Academics Pub Date : 2021-02-17 Ophélie Allyssa Desmet, Marjolijn van Weerdenburg, Mariska Poelman, Lianne Hoogeveen, Yao Yang
We examined the divergent validity and utility of the Test for Creative Thinking–Drawing Production (TCT-DP) in an identification protocol for high-ability students that included measures of intelligence, school motivation, inquisitiveness, creativity, and academic achievement. Data were collected from seventh-grade students across 6 years (n = 710). Small significant correlations between the different
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Selection Into Advanced Courses in Middle and High School Among Low-Income, Ethnically Diverse Youth Journal of Advanced Academics Pub Date : 2021-02-09 Courtney Ricciardi, Adam Winsler
This study assesses the excellence gap by examining those who enroll in advanced, honors, and advanced placement (AP) classes among a low-income and a majority-Latinx population. Prospective longitudinal data come from a diverse, urban sample (N = 32,885) where 82.2% of the students received free or reduced price lunch. We examined numerous predictors (i.e., demographics, school readiness skills, prior
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Stereotype Threat and Its Problems: Theory Misspecification in Research, Consequences, and Remedies Journal of Advanced Academics Pub Date : 2021-01-24 Katherine Picho-Kiroga, Ashley Turnbull, Ariel Rodriguez-Leahy
Despite the explosive growth in stereotype threat (ST) research over the decades, a substantive amount of variability in ST effects still cannot be explained by extant research. While some attribute this unexplained heterogeneity to yet unidentified ST mechanisms, we explored an alternate hypothesis that ST theory is often misspecified in experimental research design, which introduces experimental
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What Is Creativity in Education? A Qualitative Study of International Curricula Journal of Advanced Academics Pub Date : 2021-01-12 Timothy J. Patston, James C. Kaufman, Arthur J. Cropley, Rebecca Marrone
The concept of “creativity” as a desirable attribute within education is long-standing. The fields of education and creativity have developed, and periodically intersected with, government reports, policies, commentaries, and advice. Recently, an increasing number of countries have emphasized creativity in their official curricula. However, the journey from openly acknowledging the importance of creativity
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Still Where, Not If, You’re Poor: International Baccalaureate Opportunities to Learn International-Mindedness and Proximity to U.S. Cities Journal of Advanced Academics Pub Date : 2020-12-16 Michael Thier, Paul T. Beach
By matching International Baccalaureate (IB) and non-IB U.S. public schools based on state, grade span, and enrollment, we used recent public data to confirm relations among a hierarchy of school c...
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Success of Honors Program in Azerbaijan: Do Honors Students Perform Better Than Nonhonors Students? Journal of Advanced Academics Pub Date : 2020-11-23 Azar Abizada, Fizza Mirzaliyeva
The purpose of launching honors programs in Azerbaijan was not only to introduce advanced academic programs but also to change the culture in the universities: to make students more socially active...
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Underrepresentation in Gifted Education in the Context of Rurality and Socioeconomic Status Journal of Advanced Academics Pub Date : 2020-11-07 Jaret Hodges, Marcia Gentry
Proportional identification of students for gifted services in Florida school districts is an important goal. A multi-level model was used to analyze school district data from the Florida Departmen...
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Against the Professorial Odds: Barriers as Building Blocks for Educational Advancement Journal of Advanced Academics Pub Date : 2020-11-07 Denise McDonald, Sheila Baker, Debby Shulsky
This article describes three female professors’ experiences to attain degrees (bachelor’s, master’s, and doctorate) as first-generation college students (FGCS) and become academics. Their individual stories are shared through narratives, which capture crucial episodes of overcoming challenges. Because completion of a terminal degree by FGCS (of the Baby Boomer generation) is statistically low, these
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On Being Gifted at University: Academic, Social, Emotional, and Institutional Adjustment in Kazakhstan Journal of Advanced Academics Pub Date : 2020-09-10 Ainur Almukhambetova, Daniel Hernández-Torrano
Globally, universities have an interest in recruiting the most talented students; however, limited attention has been given to how these students experience their transition and adjustment to university life. This mixed-methods study analyzes the academic, social, emotional, and institutional dimensions of gifted students’ adjustment to university in the context of post-Soviet Kazakhstan, a country
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Are U.S. Schools Closing the “Gifted Gap”? Analyzing Elementary and Middle School’s Gifted Participation and Representation Trends (2012–2016) Journal of Advanced Academics Pub Date : 2020-07-09 Christopher B. Yaluma, Adam Tyner
This article tests hypotheses by examining variations in the percentage of elementary and middle schools offering gifted and talented programs as well as gifted student participation and representation between 2012 and 2016. Using the Office of Civil Rights and the National Center for Educational Statistics (NCES) Common Core data, we find that between 2012 and 2016, the percentage of schools with
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Teaching Honors Courses: Perceptions of Engagement from the Faculty Perspective Journal of Advanced Academics Pub Date : 2020-07-03 Angie L. Miller, Samantha M. Silberstein, Allison BrckaLorenz
Research suggests that honors students are more likely to be engaged in some, but not all, aspects of the college experience, although there is less information available from the faculty perspective. This study presents findings from the Faculty Survey of Student Engagement (FSSE), comparing various engagement-related practices between faculty who teach honors courses and those who do not. Along with
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Validation of Instruments for Measuring Affective Outcomes in Gifted Education Journal of Advanced Academics Pub Date : 2020-06-25 Carolyn M. Callahan, Amy Price Azano, Sunhee Park, Annalissa V. Brodersen, Melanie Caughey, Erika L. Bass, Christina M. Amspaugh
With increasing attention to examining cognitive strengths and achievements related to social and emotional variables, it is imperative that instruments developed and used to assess change be valid and reliable for measuring underlying constructs. This study examines instruments identified and/or developed to measure four noncognitive constructs (i.e., student engagement, self-efficacy, growth mindset
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The Internal/External Frame of Reference of Mathematics, English, and Russian Self-Concepts Journal of Advanced Academics Pub Date : 2020-06-22 Könül Karimova, Benő Csapó
The internal/external (I/E) frame of reference entails high, positive association of mathematics and verbal achievements with matching academic self-concepts but negative or near-zero correlation with their nonmatching self-concepts. This study aimed to extend the traditional I/E model by contrasting the mathematics domain with two foreign languages (English and Russian). A total of 540 Azeri eighth-grade
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Concept Maps as Assessments of Expertise: Understanding of the Complexity and Interrelationships of Concepts in Science Journal of Advanced Academics Pub Date : 2020-06-17 C. June Maker, Robert H. Zimmerman
Concept maps were created as one of six measures to identify exceptionally talented students during the Cultivating Diverse Talent in STEM (CDTIS) project, with the goal of identifying and nurturing talents in students from groups traditionally underrepresented in special programs. New methods were compared with conventional methods to select students for an internship in the laboratories of scientists
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Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities Journal of Advanced Academics Pub Date : 2020-06-13 Manoj Chandra Handa
The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and