bluuebunny/crossref_metadata_2025 huggingface dataset:
World-View Entrapment: Moral-Ethical Implications for Gifted Education
Authors: Ambrose Don
Published: June 2009

Root-metaphorical world views strongly shape our thoughts and actions at the implicit level. The mechanistic world view provided the conceptual foundations for unprecedented technological progress throughout the modern era; however, its basic tenets have serious moral-ethical implications. Sociopolitical trends and issues reinforced by this world view include technological determinism, social Darwinism, and androcentrism. Educational practices reinforced by mechanism include positivistic approaches to curriculum, instruction, and research. The moral-ethical implications of these trends and practices are explored, along with recommendations for developing awareness of root-metaphorical influences on the field of gifted education.
Optimal Motivation for Talent Development
Authors: Rea Dan W.
Published: June 2009

The main goal of this paper is to conceptualize a theory of optimal motivation for talent development. According to this theory, a lack of motivation can seriously undermine talent development. Optimal motivation is necessary for the full development of talent. Optimal motivation is described as a “flow” experience in which students become so absorbed in a task that they lose track of time and their efforts seem “effortless.” A generalized expectancy-value theory is used to analyze 3 ideal conditions under which students are most likely to experience flow: (a) optimal challenge, (b) undivided interest, and (c) optimal arousal. These conditions are further analyzed by reversal theory to show how each is composed of two complementary motivational processes: (a) “serious-minded” process and (b) “fun-minded” process. The balanced interaction of these two processes creates the optimal motivation of “serious fun” (Rea, 1995, p. 22). With serious fun, students are able to sustain high levels of talent development without burnout or dropout.
Effects of an Attribution Retraining with Female Students Gifted in Physics
Authors: Ziegler Albert , Heller Kurt A.
Published: June 2009

Girls and women who are highly talented in physics rarely utilize their talent potential in this area. Despite the immense attention recently accorded this problem, no convincing intervention concepts capable of dismantling this dissatisfying situation have been presented. In this study, an attribution retraining program will be proposed as a way to help female students. Attribution retraining programs have proved their worth in clinical settings, although their implementation in natural settings is, for various reasons, quite difficult. Initially, the theoretical foundations of a training program will be presented and then be tested on female students who display a talent for physics. The training was conducted with 164 such students who were in the 8th grade and attending physics courses for the first time. The training significantly improved performances in physics. In addition, it had favorable effects on the motivation sets and self-related cognitions of the girls in the training program.
Two other Wrongs Don't Make a Right: Sacrificing the Needs of Diverse Students Does Not Solve Gifted Education's Unresolved Problems
Authors: Ford Donna Y.
Published: June 2009

While Robinson argues that we are sacrificing the needs of gifted students—“we are punishing the innocent for the sins of a society that has been unable to conquer these problems” (p. 251)—I propose a different argument: We are punishing diverse students, also innocent victims, for the sins of a society and an educational system that have not adequately addressed historical and contemporary social injustices. Minority students who are gifted and have the potential to achieve at higher levels are being denied opportunities to participate in gifted education for numerous reasons. This position is followed by examples of such ills and recommendations that support and build upon those provided by Robinson to solve or resolve problems associated with the unnecessary competition between excellence and equity and between gifted education and diversity. I think that the different positions held by Robinson and myself both point to one central question: “How can schools provide all young people with certain basics that are necessary to their common citizenship and, at the same time, give them the diverse opportunities and treatment that their differential abilities require?” (Gardner, 1984, p. 89).
Do We Change Gifted Children to Fit Gifted Programs, or Do We Change Gifted Programs to Fit Gifted Children?
Authors: Olszewski-Kubilius Paula
Published: June 2009

In this article, I present a framework that can be used in our work with special groups of gifted students—one that recognizes the effects of socioeconomic status (SES), racism, and other limiting factors on educational achievement and provides a blueprint for interventions. This framework stems from Urie Bronfrenbrenner's ecological theory of development and emphasizes the role of social support systems in the development of talent. I then argue that two important reasons to retain a strong focus on programs that serve minority students include the fact that the gap in achievement between minority and nonminority children is pervasive and exists even at high socioeconomic levels and that minority students' underachievement is largely attributable to cultural factors within our society.
Searching for Answers or Creating More Questions? A Response to Robinson
Authors: Callahan Carolyn M.
Published: June 2009

Grappling with the issues of equity and excellence has become evermore complex, solutions seem more and more remote as the divides between socioeconomic groups become greater and greater, and the ethnic diversity of the student population continues to present ever-increasing stress on the educational system. Robinson's concerns that redress to inequities has been at the expense of a particular subgroup of gifted students are serious. The concerns should spark an important discussion within the field of gifted education and should be an impetus for further examination of the long-term consequences of short-term efforts to achieve equity. As Robinson noted, we may not be achieving equity for any group when we engage in educationally unsound decision making. While the interpretations that Robinson offered of the responses to gifted students and gifted programs are well grounded, I would like to offer some expanded thinking on several of the interpretations she put forward, present some alternative observations and interpretations, and raise related questions about our assumptions in the field of gifted education—and in the field of education, in general—that may have led us astray. I would first like to separate the responses to the equity issues that Robinson has identified as negative—the elimination of self-contained classrooms and the ever-increasing alternative strategies for identifying students from underserved populations—because I see the genesis of these movements resting in different spheres.
Gifted Ninth Graders' Notions of Proof: Investigating Parallels in Approaches of Mathematically Gifted Students and Professional Mathematicians
Authors: Sriraman Bharath
Published: June 2009

High school students normally encounter the study and use of formal proof in the context of Euclidean geometry. Professional mathematicians typically use an informal trial-and-error approach to a problem, guided by intuition, to arrive at the truth of an idea. Formal proof is pursued only after mathematicians are intuitively convinced about the truth of an idea. Is the use of intuition to arrive at the plausibility of a mathematical truth unique to the professional mathematician? How do mathematically gifted students form the truth of an ideal In this study, 4 mathematically gifted freshmen with no prior exposure to proof nor high school geometry were given the task of establishing the truth or falsity of a nonroutine geometry problem, sometimes referred to as “circumscribing a triangle” problem. This problem asks whether it is true that for every triangle there is a circle that passes through each of the vertices. This paper describes and interprets the processes used by the mathematically gifted students to establish truth and compares these processes to those used by professional mathematicians. All 4 students were able to think flexibly, as evidenced in their ability to reverse the direction of a mental process and arrive at the correct conclusion. This paper further validates the use of Krutetskiian constructs of flexibility and reversibility of mental processes in gifted education as characteristics of the mathematically gifted student.
A Case Study of the Collaboration in Mathematics between a Fourth-Grade Teacher and a Talented and Gifted Coordinator
Authors: Kane Janine , Henning John E.
Published: June 2009

The purpose of this case study was to describe how a 4th-grade teacher and a TAG coordinator collaborated to improve services for advanced learners without the support of university faculty and with limited resources. Interviews, questionnaires, transcriptions of videotaped consultation sessions, and observations of classroom instruction showed that participants coplanned lessons, utilized collaborative teaching, and developed a close rapport. Service was provided directly through a pull-out model that offered little in the way of training the teacher for differentiating the curriculum. Moving to a more indirect model of service would require better communication of role and goal expectations between the two participants. However, given the shortage of resources in many schools and the highly competitive demands for time during the school day, implementation is “a long road” that is likely to be traversed over an extended time period.
Use of an Instructional Management System to Enhance Math Instruction of Gifted and Talented Students
Authors: Ysseldyke Jim , Tardrew Steve , Betts Joe , Thill Teri , Hannigan Eileen
Published: June 2009

The effect of a self-directed mathematics program on the math achievement of students who are gifted and talented (GT) was evaluated. An instructional management system, Accelerated Math (Advantage Learning Systems, 1998a), was used to assign instruction, monitor student progress, and provide teachers with the information they needed to differentiate math instruction for GT learners. Students whose teachers used the instructional management system significantly outperformed the GT students who participated only in the standard curriculum. Both quantitative and qualitative differences in the performance of GT and non-GT students were identified and within-group variability among GT students is considered.
Giftedness Viewed from the Expert-Performance Perspective
Authors: Ericsson K. Anders , Nandagopal Kiruthiga , Roring Roy W.
Published: June 2009

Traditional conceptions of giftedness assume that only talented individuals possess the necessary gifts required to reach the highest levels of performance. This article describes an alternative view that expert performance results from acquired cognitive and physiological adaptations due to extended deliberate practice. A review of evidence, such as historical increases in performance, the requirement of years of daily deliberate practice, and structural changes in the mediating mechanisms, questions the existence of individual differences that impose innate limits on performance attainable with deliberate practice. The proposed framework describes how the processes mediating normal development of ability and everyday skill acquisition differ from the extended acquisition of reproducibly superior (expert) performance and how perceived “giftedness” gives children access to superior training resources, resulting in developmental advantages.
Epilogue: Conclusions and Implications for Gifted Education
Authors: Dai David Yun , Coleman Laurence J.
Published: June 2009

This epilogue draws general conclusions regarding the role of nature and nurture in the development of exceptional competence. Then, implications of the nature-nurture debate and research on gifted education are discussed in terms of 2 alternative paradigms: the gifted-child paradigm and the talent-development paradigm. More specifically, we attempt to elucidate how ideas expressed in preceding articles reinforce a talent-development orientation along 5 major dimensions of gifted education: (a) programming, (b) identification, (c) curriculum, (d) teaching, and (e) counseling.
Introduction to the Special Issue on Nature, Nurture, and the Development of Exceptional Competence
Authors: Dai David Yun , Coleman Laurence J.
Published: June 2009

The nature and nurture of exceptional competence is a key foundational issue for gifted education. This special issue is intended to present the most current thinking about the issue by a group of leading psychological researchers from diverse traditions. The introduction of the following 5 articles is organized around 3 themes: (a) nature versus nurture (additive influence of each), (b) nature and nurture (reciprocation and interaction of the 2), and (c) nature in nurture (nature mediated by, or revealed through, nurture). It is argued that the progression from the nature-nurture debate to interactionist perspectives, to a further consideration of nature and nurture as working as 1 system, represents a more refined and deeper understanding of the role of nature and nurture in the development of exceptional competence.
Giftedness and Genetics: The Emergenic-Epigenetic Model and Its Implications
Authors: Simonton Dean Keith
Published: June 2009

The genetic endowment underlying giftedness may operate in a far more complex manner than often expressed in most theoretical accounts of the phenomenon. First, an endowment may be emergenic. That is, a gift may consist of multiple traits (multidimensional) that are inherited in a multiplicative (configurational), rather than an additive (simple) fashion. Second, the endowment may not appear all at once but, rather, will more likely unfold via an epigenetic process. These 2 complications have consequences regarding such aspects of giftedness as the likelihood of early signs, the appearance of early versus late bloomers, the distribution of giftedness in the general population, and the stability and continuity of gifts over the course of childhood and adolescence. These complexities lead to a 4-fold typology of giftedness that has important practical implications.
Giftedness in the Long Term, Professor
Authors: Freeman Joan
Published: June 2009

This ongoing investigation was concerned with why some children were labeled gifted while others of identical measured ability were not. Each labeled “gifted” child was matched for age, sex, and socioeconomic status (SES) with two others in the same school class. The first matched child had an identical Raven's Matrices raw score, and the second was chosen at random for ability (N = 210). The study, begun in 1974 across the UK, used a battery of tests, including IQ, personality, behavior, and in-depth interviews of children, parents, and teachers. The group labeled gifted were found to have significantly more emotional problems than the nonlabeled group, which they mostly grew out of. This follow-up study demonstrates that for the subjects now in their 40s, a gifted childhood has not always delivered outstanding adult success. Better predictive factors for adult success were hard work, emotional support, and a positive, open personal outlook. By 2005, the labeled and nonlabeled gifted groups were not very different in life outcomes, though both groups were much more successful than the random-ability group.
Estimating the Size of the Gifted/Talented Population from Multiple Identification Criteria
Authors: Bélanger Jean , Gagné Françoys
Published: June 2009

“How many are gifted or talented?” Although very important, this question has received little attention from most scholars in gifted education. Four major variables are identified that directly impact prevalence estimates: (a) the type of definition endorsed—disjunctive or conjunctive, (b) the number of abilities/characteristics included, (c) the minimum selection threshold chosen, and (d) the correlations observed between the abilities included. A range of values was determined for the last three variables. By combining these values, we produced four tables of prevalence estimates, which reveal how these variables interact and how they affect the “how many” question. The results show that both the type of definition endorsed for the giftedness or talent concepts and the selection ratio have a crucial impact on the prevalence estimates. The authors argue that gifted education will never be recognized as a proper scientific field unless its scholars reach a consensus on both the definition and prevalence issues.
Precocious Readers: Past, Present, and Future
Authors: Olson Lynn A. , Evans James R. , Keckler Wade T.
Published: June 2009

Precocious readers represent a small portion of children who enter school each year. Researchers have investigated the environmental characteristics, acquisition process, psycholinguistic and neuropsychological characteristics, and academic skills of these children. Despite the research findings in the area, researchers and clinicians are still unable to predict who these children will be, describe how precocious readers fit into our current theories of emergent literacy and reading development, and confidently state whether this knowledge could be generalized beyond the precocious reader to the typically reading child. Forty years of research in this area is reviewed. Suggestions for improving the accessibility and generalizability of knowledge about precocious readers are provided.
Differentiation for the Gifted in American Islamic Schools
Authors: Al-Lawati Fatma A. K. , Hunsaker Scott L.
Published: June 2009

This research focuses on teacher instructional and curricular practices in gifted students' experiences in Islamic schools in the United States. Surveys were administered at private, full-time Islamic elementary schools to determine the extent to which differentiation practices for meeting the needs of gifted students and the integration of Islamic values were employed. Findings suggest that Islamic schools in the United States have limited programs for gifted students. A majority of teachers in Islamic schools differentiate little between gifted and average students in instructional strategies. When differentiation occurs, it is very basic. Further, teachers at Islamic schools generally do not integrate Islamic values into other academic areas and present them to all students without differentiation.
Sports Participation among Academically Gifted Adolescents: Relationship to the Multidimensional Self-Concept
Authors: Rinn Anne N. , Wininger Steven R.
Published: June 2009

This study compares academically gifted students who engage in sports to academically gifted students who do not engage in sports on measures of the multidimensional self-concept. Participants include 264 gifted adolescents who had completed the 6th through 10th grade during the previous academic year. Sports participation was measured by asking participants whether or not they participated in organized sports. Multiple facets of self-concept were measured using the Self Description Questionnaire II (Marsh, 1990). Results indicate gifted adolescents who engage in sports have higher physical abilities self-concepts than those who do not engage in sports. No grade level or gender interactions were found. Conclusions and implications are discussed.
Positive and Negative Perfectionism among Chinese Gifted Students in Hong Kong: Their Relationships to General Self-Efficacy and Subjective Well-Being
Authors: Chan David W.
Published: June 2009

This study evaluated the viability of using a self-report instrument to assess separately the positive form and negative form of perfectionism among 317 Chinese gifted students in Hong Kong. These students tended to endorse positive perfectionism more than negative perfectionism. Positive and negative perfectionism were also found to relate differentially to life satisfaction and positive affect, as well as negative affect—the three components of subjective well-being. Although positive and negative perfectionism could be inferred to impact directly on subjective well-being, the mediating role of general self-efficacy in the relationships between perfectionism and subjective well-being was also suggested. Implications of the findings for future research on perfectionism scale development and on the complex relationships among positive and negative perfectionism, general self-efficacy, and the three components of subjective well-being are discussed.
Creating a Toolkit for Identifying Twice-Exceptional Students
Authors: Morrison William F. , Rizza Mary G.
Published: June 2009

Best practices in the identification of the twice-exceptional point to the use of multidimensional assessment that outlines specific areas of strength and concern. Students who are twice-exceptional remain a misunderstood population in schools, thus making identification that much more difficult. The purpose of this study was to review the extant literature in the field of twice-exceptional studies and to design a plan for identification to be used by school districts. This article reports on Project O2E, a state-funded collaboration program that resulted in a toolkit for identifying students who are twice-exceptional. Also included in this article is a discussion of issues raised during the implementation of the toolkit.
A Study of Identification and Achievement Profiles of Performance Task-Identified Gifted Students over 6 Years
Authors: VanTassel-Baska Joyce , Feng Annie Xuemei , de Brux Elizabeth
Published: June 2009

This study examined the trend of identification and achievement patterns of performance task-identified students over a span of 6 years (2000–2005), in comparison to profiles of students who were identified exclusively through traditional ability and achievement tests. The study findings suggested that the performance-based protocols were consistent across time in locating a higher percentage of low-income and minority students, as well as female students for gifted programs; a higher percentage of students with uneven verbal-nonverbal strengths were performance task-identified students also. Performance task-identified students scored significantly lower than traditionally identified students on both the English and math portions of the state assessment test for multiple years; however, the performance differences on state assessments were small, rendering small effect sizes.
The Effects of a Service-Learning Program on the Development of Civic Attitudes and Behaviors among Academically Talented Adolescents
Authors: Lee Seon-Young , Olszewski-Kubilius Paula , Donahue Rob , Weimholt Katrina
Published: June 2009

This study examined the effects of a service-learning program on the development of civic attitudes and behaviors of 230 high school students who were identified as academically gifted and participated in either a service-learning program or an accelerated academic program during the summer. Students' responses to 3 surveys measuring civic responsibility, civic behavior, and leadership skills showed that enhanced civic responsibility, particularly a greater awareness of civic issues and a stronger connection and commitment to the community, was found among the students who participated in the service-learning program. Significant differences were not found for civic behaviors and leadership skills as a result of participation in the service-learning program. Longer term studies with students and examination of the type of service-learning activities students choose to get involved in are suggested to corroborate the positive outcomes of the service-learning program.
Examining the Influence of Teacher-Constructed and Student-Constructed Assignments on the Achievement Patterns of Gifted and Advanced Sixth-Grade Students
Authors: Thompson Deirdre D. , McDonald Denise M.
Published: June 2009

This study examined the relationship of different assignment structures (i.e., teacher-constructed and student-constructed) on the achievement patterns of 6th-grade gifted and advanced students in a Southwest suburban school. Through a descriptive case study design (Berg, 2004; Merriam, 1988), an action research approach (Stringer, 2004) and self-study methods, the teacher-researcher explored student perception of control, and its influence on motivation (i.e., achieving and underachieving performance patterns) for different assignment structures. Findings indicate that gifted underachievers and advanced underachievers, alike, preferred the student-constructed assignment structure and self-assessment. The majority of gifted achievers and advanced achievers preferred the student-constructed assignment structure as well; however, they were evenly divided on their preference of the teacher assessment and the self-assessment.
Unlocking the GATE to Differentiation: A Qualitative Study of Two Self-Contained Gifted Classes
Authors: Linn-Cohen Robin , Hertzog Nancy B.
Published: June 2009

The main purpose of this qualitative study was to examine and describe the differentiation strategies implemented in 4th- and 5th-grade gifted classrooms, both self-contained, at a public elementary school located in California. This study documented, described, and captured the daily practice of two teachers and the teaching and learning experiences that occurred in a self-contained gifted program. Findings illuminated strategies teachers used to challenge and engage students. An emphasis on integrated units, student choice, and firsthand experiences characterized the curriculum in the gifted program. Teachers said they had more autonomy and academic freedom to differentiate curriculum for individual students than their colleagues who were teaching in the general education classrooms.
A Cross-Cultural Study of Teachers' Instructional Practices in Singapore and the United States
Authors: van Tassel-Baska Joyce , van Feng Annie , van MacFarlane Bronwyn , van Heng Mary Anne , van Teo Chua Tee , van Wong Marie Linda , van Quek Chwee G. , van Khong Beng Choo
Published: June 2009

This cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. Teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English, social studies, and second language were observed. The study showed that Singapore teachers demonstrated a higher level of effectiveness than American teachers in both general teacher behaviors and differentiation strategies. The level of instructional effectiveness appeared to be positively related to the number of years of teaching experience and training in differentiation practices for the gifted.
The Constraints of Poverty on High Achievement
Authors: Burney Virginia H. , Beilke Jayne R.
Published: June 2009

Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly all schools have at least some students living in poverty. In this paper, the authors review the literature on poverty, including its relationship with ethnicity and locale; search for commonalities that illuminate the relationship between poverty and high achievement; identify problems in data gathering that mitigate against the identification of high-ability poor children; and underscore the need to provide individual support and the development of resilience to low-income, high-ability students. Recommendations for improving the identification, services, and success of high-ability learners who are affected by poverty are included.
Gifted Education Research 1994–2003: A Disconnect Between Priorities and Practice
Authors: Jolly Jennifer L. , Kettler Todd
Published: June 2009

This research project employs a historical methodology to analyze and characterize the growth of the knowledge base in gifted education following the U.S. Department of Education's (1993) report, National Excellence: A Case for Developing America's Talent. Topical priorities and descriptors of inquiry are compared against the recommendations of the National Excellence report. During the 10-year period from 1994 to 2003, a disconnect is evidenced between recommendations and actual research priorities and practices.
Primary Teachers' Conceptions of Giftedness
Authors: Moon Tonya R. , Brighton Catherine M.
Published: June 2009

This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case studies describing four different types of students—one easily identified as gifted from a traditional paradigm; the others manifested talents masked by some other factor—poverty, language status, or concurrent social/emotional needs. The mixed-method survey design facilitated triangulation of findings to better understand the contextual factors that influence primary grade teachers' perceptions and behaviors. Findings indicate that primary grade teachers continue to hold traditional conceptions of talent that shapes how they view cultural minority students, nonnative English speakers, and children with other exceptionalities. These beliefs influence the types of academic, social, and programmatic interventions they believe diverse primary grade learners need, often seeing the deficits before identifying the talents.
What Language Discourse Tells us about Bilingual Adolescents: A Study of Students in Gifted Programs and Students in General Education Programs
Authors: Brice Alejandro E. , Shaunessy Elizabeth , Hughes Claire , McHatton Patricia Alvarez , Ratliff Mary Ann
Published: June 2009

The Latino/a population of the United States continues to increase dramatically; consequently, educators face the challenge of how best to provide educational services for those whose primary language is Spanish. The purpose of this study was to examine student discourse between bilingual students in gifted programs and bilingual students in the general education programs in an urban middle school. This study suggests a minor language advantage for the bilingual students in the gifted program. The overall conclusion seems to indicate that bilingualism, language abilities, and giftedness involve many variables and that the relationships are not necessarily direct.
Parental Influence on Children's Talent Development: A Case Study with Three Chinese American Families
Authors: Wu Echo H.
Published: June 2009

This paper explores the influence of parenting beliefs and practices on children's talent development through a specific perspective of several Chinese American families with gifted children. In-depth interviews were employed to collect data from the parents, and research questions focused on the daily practice of parenting and parents' beliefs concerning how to nurture high achievement among children. Findings of this study include evidence of a sense of responsibility for parenting, a high level of confidence over their children's future, and a mixed strategy of parenting that combines traditional Chinese parental expectations with an adopted Western notion of respect for a child's own decision making.
Identifying Gifted Students: Educator Beliefs regarding Various Policies, Processes, and Procedures
Authors: Schroth Stephen T. , Helfer Jason A.
Published: June 2009

Issues regarding the identification of gifted students have perplexed the field almost since its inception. How one identifies gifted students has tremendous ramifications for a gifted education program's size, curriculum, instructional methods, and administration. Little is known, however, regarding educator beliefs regarding gifted identification methods. The current national study surveyed 900 public school educators regarding which identification methods they supported. The educators believed that standardized tests, portfolios of student work, and teacher nominations were valid means of identification but did not support parent or peer nominations. Statistically significant differences existed between administrators and gifted education specialists, on the one hand, and regular classroom teachers, on the other hand, regarding the usefulness of standardized test scores and teacher nominations as methods of identifying students for gifted programs. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with gifted students.
Learning Experiences of Gifted Young String Players in the Taiwan Milieu
Authors: Liu Chia-Hui
Published: June 2009

The purpose of this study was to investigate the development of the learning experiences of gifted young string players in Taiwan. Nine musicians under the age of 40, who had been accepted into music pro grams for the gifted, were invited to discuss their experiences and the development of their careers. Thorough interviews were conducted and then analyzed using a grounded theory approach. The findings of this study indicate that the training of the string players depended on 5 key elements: music abilities, music temperament, learning processes, features of their learning experiences, and the influence of the social context in Taiwan.
Curriculum for Highly Able Learners that Conforms to General Education and Gifted Education Quality Indicators
Authors: Hockett Jessica A.
Published: June 2009

Legislative measures designed to ensure that all students meet minimal expectations have concerned leaders in gifted education. In this current educational climate of standards and accountability, however, there is arguably greater agreement than ever before between experts and professional organizations in general education and their counterparts in gifted education on what constitutes high-quality curriculum. Toward demonstrating that many groups of learners, gifted among them, stand to benefit from the consensus, this paper (a) synthesizes guidance from curricular voices in both fields; (b) evaluates the viability of 3 gifted education curriculum models—the Integrated Curriculum Model (VanTassel-Baska, 1986), the Multiple Menu Model (Renzulli, 1988) and the Parallel Curriculum Model (Tomlinson et al., 2002)—to conform to these guidelines and contribute to exemplary curriculum design for all learners, including those who are highly able; and (c) offers suggestions for how general education and gifted education can create curricular conditions conducive to educating highly able learners wel.
Identifying Gifted and Talented English Language Learners: A Case Study
Authors: Harris Bryn , Plucker Jonathan A. , Rapp Kelly E. , Martínez Rebecca S.
Published: June 2009

With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semistructured group interviews about their experiences regarding GT/ELL identification. Interviews were audiotaped, transcribed, and analyzed for thematic content. Additionally, district and state policy documents about GT and ELL identification practices were reviewed. Results highlight the theoretical and practical barriers to identifying GT ELLs effectively. These include possible population challenges, state support, current programming, assessment practices, parental involvement, and staff challenges. Implications for school personnel and recommendations for future research are discussed.
Grade and Gender Differences in Gifted Students' Self-Concepts
Authors: Rudasill Kathleen Moritz , Capper Marla Read , Foust Regan Clark , Callahan Carolyn M. , Albaugh Susan B.
Published: June 2009

Gifted adolescents are poised to make important decisions that will determine the trajectory of their futures. A positive self-concept may lead to higher educational and career aspirations, whereas a poorer self-concept may negatively influence choices and outcomes. Research points to self-concept differences among gifted students of different ages (Chan, 2001) and genders (Hoge & McShreffrey, 1991; Li, 1988), with declining self-concept among females overtime. The purpose of this study was to examine the extent to which self-concept differed among gifted students across grade and gender. Two hundred and sixty older adolescents (grades 8 to 11, n = 159 girls) completed the Self-Perception Profile for Adolescents (Harter, 1988) and 300 younger adolescents (grades 5 to 7, n = 171 girls) completed the Self-Perception Profile for Children (Harter, 1985). Results indicate that gifted students' scores in several self-concept domains were lower for older adolescents and girls, but remained relatively high across grade and gender for scholastic self-concept.
Dual-Enrollment Programs: Legislation Helps High School Students Enroll in College Courses
Authors: McCarthy Carol Rohrer
Published: June 2009

Legislation in 22 states allows qualified high school students to enroll simultaneously in high school and college courses. Known as dual enrollment, the law varies in its details from state to state, but all versions contain similar core elements. This legislation supports a student's need to move beyond the 12th-grade curriculum while still enrolled in high school, and thus, by inference, provides a justification for sequential content acceleration throughout K–12. It also surfaces several important, though controversial, issues: shifting control for educational decisions, awarding course credit and grades, and reallocating tax dollars for tuition. Factors in developing a student's K–16 seamless transition are considered.
The Advanced Placement Program: Access to Excellence
Authors: Curry Wade , MacDonald Walt , Morgan Rick
Published: June 2009

In this article, the Advanced Placement Program of the College Board is described. Research studies about the academic performance of students in college classes who took AP classes in high school show convincingly that AP classes prepare students for college-level work. Information about AP Scholar programs and sources of more information about the AP Program are also given. AP classes are a viable academic option for academically talented students because they offer them opportunities to excel and earn college credits early.
Send Them Packing: Study Abroad as an Option for Gifted Students
Authors: Limburg-Weber Lisa
Published: June 2009

While most Study Abroad (SA) programs are not specifically marketed to academically talented students, they can be an invaluable supplement to these students' educational programs. The conclusions of SA research are mixed, but they do suggest that many students who study abroad experience both personal growth and academic benefits, including increased proficiency in a second language. Practical concerns for students considering SA range from gaining academic credit for the experience to the costs of studying abroad. Fortunately, many resources are available to assist in evaluating the quality and appropriateness of the SA options now available to high school and college students.
Mentors: Matchmaking for Young People
Authors: Schatz Ellie
Published: June 2009

In this paper, the concept of mentoring is examined. Matchmaking for mentorship, or the deliberate matching of young people with adult mentors, is presented as a viable study option for gifted students. A management strategy and guidelines from a school-and university-based program are presented. Resulting practical tips for developing mentorships are suggested. Two community-based mentor projects implemented by the Wisconsin Center for Academically Talented Youth (WCATY) are shared. Retrospective student reports from the WCATY Young Scholar Project Program demonstrate that the long-term benefits to gifted students are significant.
Distance Learning Opportunities for Academically Gifted Students
Authors: Adams Cheryll M. , Cross Tracy L.
Published: June 2009

Even though many universities and secondary schools have developed a variety of distance learning options, few are designed specifically for gifted students. This paper provides background information about distance learning, the rationale for it, descriptions of three programs designed specifically for gifted students, and the pros and cons of providing instruction using this method of delivery.
The International Baccalaureate: A Program Conducive to the Continued Growth of the Gifted Adolescent
Authors: Tookey Mary Enda
Published: June 2009

Both personal narratives and research literature on gifted adolescents indicate that appropriate experiences during secondary school are crucial for the continued growth of such students. While the International Baccalaureate Organization does not regard its Diploma Program as a “gifted program,” a successfully implemented International Baccalaureate Diploma Program creates a school climate and culture that is conducive to the continued academic, cognitive, motivational, emotional, and social growth of a gifted adolescent. This article explores how the unique features of the IB Diploma Program enable the cultivation of this climate and culture.
The Development Into the Mathematically Talented
Authors: Usiskin Zalman
Published: June 2009

From some schools come many students very talented in certain areas, while from others come none. These results, far beyond what any statistical variability would explain, suggest that talent is developed to a greater extent than is popularly believed. Here we identify seven distinct levels of talent in mathematics and describe the enormous effort needed to move from any level to the next higher. The magnitude of effort and guidance required helps explain why most people view their own ability to reach higher levels of mathematical talent as unrealistic. We also point out that Srinivasa Ramanujan, the extraordinarily intuitive Indian mathematician who is sometimes thought to be the prime example of a self-taught mathematician, did not learn in isolation, but had good schooling and had carefully studied a comprehensive advanced mathematical text. Consequently, we suggest that teachers interested in the gifted view themselves as developing students into being talented at least as much as developing students who are already talented.
An Early Glimpse: Service Learning from an Adolescent Perspective
Authors: Terry Alice W.
Published: June 2009

This article examines service learning from the perspective of gifted adolescents who have participated in what I have termed Community Action service learning projects. Using a case study design, I investigated adolescents' perspectives concerning their involvement in service learning projects grounded in creative problem solving. A service learning typology based on the degrees of student involvement is described. The importance of service learning to the participants in this study is highlighted in the following themes that emerged from the data: methodology, attitudes, personal and social development, commitment, and empowerment. Implications for educators are discussed.
Conditions For Self-Confidence Among Boys And Girls Achieving Highly in Chemistry
Authors: Ziegler Albert , Heller Kurt A.
Published: June 2009

Both in academic chemistry programs and in career fields that demand knowledge in the area of chemistry, one finds that talented girls and women are generally underrepresented. They often have poorer grades, demonstrate lower levels of self-confidence, and report higher levels of anxiety. The exact causes of these gender differences have not yet been fully understood. The current work is based on the assumption that gender differences in chemistry-relevant variables can be identified as a consequence of gender-specific socialization processes already existent in introductory chemistry courses. In the present study, the self-confidence levels of male and female students was of particular interest. In fact, within a study of 379 eighth-grade boys and girls attending a college preparatory school, it could be shown that even at this early point in time when experiences with chemistry instruction had not yet ocurred, talented girls had significantly lower levels of self-confidence regarding chemistry compared to boys. Several explanatory approaches are examined, and pedagogic consequences are proposed.
Perfectionism and Gifted Adolescents
Authors: Schuler Patricia A.
Published: June 2009

In this study, the connection between perfectionism and gifted adolescents was examined. Quantitative data about attitudes and behaviors concerning perfectionism were gathered from the Goals and Work Habits Survey (Schuler, 1994), and qualitative data were gathered from semistructured interviews and documentary evidence. Results indicate that perfectionism exists on a continuum of behaviors and thoughts from normal to neurotic. Of the gifted adolescents in a rural middle school who took the Goals and Work Habits Survey, 87.5% were perfectionistic. Most (58%) were in the healthy range of perfectionism, while (29.5%) were in the neurotic range. Normal perfectionists viewed order and organization as important in achieving their “personal best.” Neurotic perfectionists, however, were limited by their fixation on making mistakes, which resulted in a constant state of anxiety. Limitations of the study include the selection and number of participants (20) involved in the case studies from a high-achieving, academically gifted population. The adaptation of one of the instruments that was used to gather data may also be viewed as a limitation of this study.
Perfectionism: Its Manifestations and Classroom-Based Interventions
Authors: Nugent Stephanie A.
Published: June 2009

Perfectionism, the compulsive striving for unrealistic and unattainable goals, is not limited to gifted individuals. However, research shows that gifted children and adults are at least as susceptible to perfectionistic tendencies as the population at large. Due to their heightened sensitivity, awareness, and abilities, gifted children require affective counseling in order to learn coping skills to help them break the cycle of disabling perfectionism. Teachers of the gifted may use various techniques with which to address these affective needs. Bibliotherapy, group therapeutic discussion, and art activities are all methods through which the negative manifestations of perfectionism—eating disorders, depression, underachievement, substance abuse, obsessive-compulsive personality disorder, and suicide—may be addressed.
“Healthy Perfectionism” is an Oxymoron!: Reflections on the Psychology of Perfectionism and the Sociology of Science
Authors: Greenspon Thomas S.
Published: June 2009

Perfectionism, with its harshly negative self-talk, is felt to be a burden by most people who experience it. Despite this, a body of literature asserts that some perfectionism is healthy, even though a critical review of this literature finds no factual or theoretical basis for such a claim. The commonly asserted belief in a dichotomy between healthy and dysfunctional perfectionism is based on a misunderstanding of the nature of perfectionism, in part confusing the concept with striving for excellence, and has apparently arisen from uncritical acceptance of early work on the subject. Perfectionism is discussed as an interpersonal and intersubjective phenomenon, involving the perfectionist's experience of other people's expectations and judgments. Implications for treatment are discussed.