bluuebunny/crossref_metadata_2025 huggingface dataset:
Effect of Retting Enzymes on the Structure and Composition of Flax Cell Walls
Authors: Akin D. E. , Morrison W. H. , Gamble G. R. , Rigsby L. L. , Henriksson Gunnar , Eriksson Karl-Erik L.
Published: November 2015

Commercial enzyme mixtures are tested for their possibly selective degradation of flax ( Linum usitatissimum L.) stem components in relation to the retting process in producing linen. Structural and chemical compositional results from treatments are obtained using scanning electron microscopy, histochemistry, gas-liquid chromatography, 13C cp mas nmr spectrometry, and mid-infrared spectroscopy. Flaxzyme and Ultrazym and an enriched pectinase mixture (epm), which was not developed for flax retting but is included for comparison, are tested for their activity toward cell wall components and used in various concentrations for “enzyme-retting” of flax. Ariane flax stem sections are incubated with enzymes in a rotary incubator and the fibers are manually separated from the residual core. All of the commercial enzyme mixtures have cellulase, pectinase, and hemicellulase activities, but individual enzyme activities vary. Activities against the soluble test substrates do not predict the activity against natural fibers. At about equal protein concentrations, Flaxzyme treatment appears to facilitate bast fiber removal better than the other enzymes, with Ultrazym nearly as effective and epm the least effective. The ranking of effectiveness is generally supported by the amounts of uronic acid, arabinose, and xylose removed from the stems analyzed chemically. Increased enzyme levels generally facilitate removal of matrix carbohydrates from the flax. All enzymes separate bast fibers from the lignified core and partially from the cuticle near the cut surface of the stem sections, but the enzymes do not work far from the exposed ends. Retting quality is defined more by the degree of cell wall degradation and fiber separation than by any differences in kinds of cell walls degraded by the various enzymes. The cuticle remains attached to the fiber at times, apparently reducing access of the enzymes to the matrix polysacchrides and suggesting some recalcitrance of epidermal cells (and therefore loss of cuticle) to biodegradation. Lignin remains in the middle lamellae after enzyme retting and would likely prevent separation of the fiber bundles. Some solubilzation of the inner secondary wall of the flax fiber appears to occur with Flaxzyme. The structural and chemical analyses characterize alterations in flax bast after enzyme retting and would be useful in ranking the specificity and effectiveness of cell wall degradation.
Simulating the Mechanical Properties of a Yarn Based on the Properties and Arrangement of its Fibers: Part III: Practical Measurements
Authors: Van Langenhove Lieva
Published: November 2015

Parts I and II explain and evaluate a theoretical model that can predict the stress-strain and torque-strain curves of a yarn. Part III discusses the results of the experimental work on input parameters, that is, properties and arrangement of the fibers in the yarn. When appropriate values are taken for fiber and yarn parameters, the predicted and measured values correspond within the statistical confidence interval.
Low Temperature Bleaching of Jute Fabric Using a Peracetic Acid System
Authors: Cai Y. , David S. K.
Published: November 2015

Bleaching of jute fabric with peracetic acid is investigated using two different stabilizing agents, sodium tetraborate (borax) and tetrasodium pyrophosphate (tspp). A buffered medium is essential during bleaching in order to improve fiber brightness; a phosphate buffer enhances the bleaching effect obtained with either borax or tspp as stabilizer. A superior bleaching effect is achieved by using tspp as a stabilizer under mildly alkaline conditions (pH 8.0–8.5), and excellent fiber brightness can occur at temperatures as low as 40–60°C. This optimized peracetic acid-tspp bleaching system offers a more energy efficient option for bleaching 100% jute fabric. A further advantage is that it may also be successfully extended to bleaching of jute/cotton blends.
Effect of Natural and Synthetic Fibers and Film and Moisture Content on Stratum Corneum Hydration in an Occlusive System
Authors: Cameron Bruce A. , Brown Donna M. , Dallas Merry Jo , Brandt Brenda
Published: November 2015

The effects of fabric made from natural and synthetic fibers and film on transepidermal water loss (tewl) from the stratum corneum (sc) were investigated using an occluded system. Sixteen fabrics differing in fiber type and construction were placed on the volar forearm of 35 female subjects in a dry state (standard moisture regain) and a wetted state. Each fabric was in place for 40 minutes before tewl was measured. There was no statistically significant difference in tewl measurements on a control skin site from the beginning to the end of the 75-minute test session in a controlled conditioned environment. Placement of dry fabrics on the skin did not significantly affect the hydration level of the sc, though all dry fabrics did increase the hydration level slightly. Wetted wool and cotton fabrics significantly hydrated the sc when levels were compared to either normal skin or skin covered by dry fabrics. Of the seven synthetic fiber fabrics tested in a wetted state, three (acrylic, ptfe, and spun nylon) significantly increased the sc hydration level. These three fabrics and the natural fiber fabrics had comparable wetted moisture content.
Shear Strength of Fibrous Sheets: An Experimental Investigation
Authors: Pan Ning , Zhang Xiaoshan
Published: November 2015

This study of the shear strength of fibrous sheets first measures the in-plane shear strengths of various samples, including woven and nonwoven fabrics and paper, using a custom-made apparatus attached to an Instron tester. The structure of the apparatus and the measurement procedures are introduced in this article. The tested shear strength values are then compared with theoretical predictions from an earlier work. Discrepancies and possible causes are analyzed. Load-elongation curves for both tensile and shear are compared for individual fabrics and between fabrics. The relationship between the anisotropy of fabric tensile strength and the ratio of tested and predicted shear strength is explored. Also, the effect of fiber movement during textile deformation is examined. Finally, the original Tsai-Wu theory used for shear strength prediction of anisotropic materials is modified for application to the fibrous sheets, and the new predictions are provided for comparison.
Pathways for Dye Diffusion in Wool Fibers
Authors: Wortmann F.-J. , Wortmann G. , Zahn H.
Published: November 2015

The most prominent view of the diffusion mechanism of dyes into wool fibers assumes that the molecules primarily enter the fiber in a fast process along the cell membrane complex (CMC), that is, by an intercellular mechanism. From the CMC, they are subsequently distributed in a slower process throughout the other morphological components according to their respective diffusion coefficients and dye affinities. This view, referred to here as the CMC-diffusion model, is based on investigations of the diffusion performance of heavy metal complex and fluorescent dyes under anhydrous and aqueous conditions. An evaluation of various key aspects of the evidence for this model suggests that, due to differences in the glass transition and fluorescence quenching performance of the various morphological components in a wool fiber, there is, in fact, little evidence to support the CMC-diffusion model. Instead, the evidence supports the alternative, more general view that under normal dyeing conditions, diffusion proceeds primarily by means of all the nonkeratinous components of the wool fiber according to a restricted transcellular diffusion mechanism.
In Vivo Cutaneous and Perceived Comfort Response to Fabric: Part VI: The Effect of Moist Fabrics on Stratum Corneum Hydration
Authors: Hatch Kathryn L. , Prato Harriet H. , Zeronian S. Haig , Maibach Howard I.
Published: November 2015

Materials placed over human skin may change the stratum corneum (sc) hydration level, an important phenomenon because increases in normal levels of sc hydration pose potential health problems. This study examines the relationship between fabric moisture content and level of sc hydration so that the role of fabric moisture on sc hydration may be better understood. Three fabric/moisture treatments are placed on the sc—3.5-denier polyester fabric with an initial moisture content of 35% and cotton fabrics with either 44% or 75% initial moisture content—then covered with an occlusive dome. sc evaporative water loss (ewl) is measured before treatment placement and after 30 and 60 minutes of contact. The amount of moisture in the fabric at time of removal is calculated two different ways, and three analyses of variance are done using the evaporative water loss and two fabric final moisture content data sets. The rate of ewl is significantly higher after 30 minutes of treatment contact with sc than after 60 minutes of contact. The amount of moisture in the fabrics is significantly less at time 60 than at time 30, implying that the sc is more hydrated at 30 minutes than at 60 minutes. However, the fabrics contain less moisture when removed at 60 minutes than at 30 minutes. As fabric moisture content decreases, sc hydration decreases. The question we are not able to answer is “Where does the moisture go that is initially in the fabric?’
Supervisor, Self- and Subordinate Ratings of Performance and Satisfaction with Supervision
Authors: Mount Michael K.
Published: November 2015

This study investigated the relationship between self- (n = 107), supervisor (n = 107), and subordinate (n = 495) ratings of supervisory effectiveness and subordinate satisfaction with supervision. Five dimensions of managerial effectiveness and two dimensions of satisfaction with supervision were identified through factor analyses. Stepwise regression analyses indicated significant correlations between several supervisory effectiveness variables and both measures of satisfaction with supervision for each of the three rating sources. The managerial effectiveness variables found to be related to satisfaction with supervision were very similar for the three rating sources. Moreover, the relative importance of the managerial effectiveness variables and the magnitude of the R2 values held on cross validation for each of the rating sources. Finally, it was found that the relationship between managerial effectiveness and subordinate satisfaction with supervision was moderated by the definition of subordinate satisfaction.
The Relevance of Kahneman and Tversky's Concept of Framing to Organizational Behavior
Authors: Bazerman Max H.
Published: November 2015

Recent research by Kahneman and Tversky (1979) has demonstrated that individual decisions are systematically affected by the way in which problems are presented. Specifically, individuals tend to be risk averse to problems framed in the positive direction (i.e., concerning gains) and to be risk seeking toward problems framed in the negative direction (i.e., concerning losses). This paper demonstrates that this concept of framing has wide explanatory power concerning a variety of concepts in organizational behavior and argues that the framing of experimental materials affects the formation of paradigms in organizational behavior. It is argued that many accepted findings may exist more because of the way researchers frame the problem than because of the presumed impact of the construct on individual behavior. Specific application is provided in the areas of (a) the escalation of commitment, (b) negotiator behavior, and (c) “the risky shift.”
A Comparison of Pre- and Postemployment Work Values
Authors: Pinfield Lawrence T.
Published: November 2015

The work values of high school students were compared with those of young, recently hired blue- and white-collar workers. Recently hired workers in low-level jobs emphasized intrinsic values more and extrinsic values less than did high school students. Threats to the validity of this finding are discussed. It is concluded that the generalization that workers in lower level jobs emphasize extrinsic values more and intrinsic values less than do individuals socialized to higher level jobs does not apply to young, recent hires in low-level jobs.
“Santa María” as a Liberating Zone: A Community Church in Search of Restorative Justice
Authors: Barrios Luis
Published: November 2015

How can we say to the poor, the exploited classes, to the marginated races, to the despised, to all the minorities, to the “nonpersons”—how can we say that God is love and say all of us are, and ought to be in history, sisters and brothers? How can we say this? This is our great question.
Gender Roles and Achievement-Related Choices: A Comparison of Early Adolescent Girls in Gifted and General Education Programs
Authors: Mendez Linda M. Raffaele
Published: November 2015

The purpose of this study was to compare early-adolescent girls in gifted and general education programs on constructs related to gender-role stereotyping. Participants included 132 girls in a gifted program and 77 girls in general education. All participants were in grades 6–8. Because the gifted group was significantly higher in socioeconomic status than the general education group, this variable was covaried in the analyses. Results showed that girls in the gifted education program held stronger self-perceptions of instrumentality (or stereotypically masculine personality attributes), evidenced higher achievement motivation, were less traditional in their career aspirations, and were more liberal toward the rights and roles of women than their peers in general education. The two groups did not differ significantly on self-perceptions of expressiveness (or stereotypically feminine personality traits), degree of competitiveness, or fear of success. Results are discussed in terms of their implications for understanding differences in gender-role stereotyping and achievement-related choices between girls in gifted and general education programs.
The Collaboration of Mathematically Gifted Students on Challenging Tasks
Authors: Diezmann Carmel M. , Watters James J.
Published: November 2015

This study explored the collaboration of mathematically gifted children aged 11–12 years in solving complex, novel problems by examining the student's preferences for collaboration in relation to the difficulty of the task being undertaken. Using a qualitative methodology, we show that there is a relationship between the complexity of the task and the extent and type of collaborative interactions in which students engaged. Collaboration was preferred only when the task was sufficiently challenging. However, in the context where collaboration was encouraged and students took advantage of working with peers, there was the development of mutual scaffolding, shared cognition, critical thinking, and the ability to discern and monitor goal states for the problems. The implications of this study for the education of mathematically gifted students are discussed.
SEM Isn't Just the Schoolwide Enrichment Model Anymore: Structural Equation Modeling (SEM) in Gifted Education
Authors: McCoach D. Betsy
Published: November 2015

Structural equation modeling (SEM) refers to a family of statistical techniques that explores the relationships among a set of variables. Structural equation modeling provides an extremely versatile method to model very specific hypotheses involving systems of variables, both measured and unmeasured. Researchers can use SEM to study patterns of interrelationships among variables, compare different groups to each other, study change over time, and do many other types of sophisticated analyses. This paper will present an overview of SEM, present an illustration of research using SEM, and provide suggestions for ways that this powerful technique can be used to answer a variety of research questions within the field of gifted education.
Teaching for Successful Intelligence: Principles, Procedures, and Practices
Authors: Sternberg Robert J. , Grigorenko Elena L.
Published: November 2015

In this article, we discuss the theory of successful intelligence as a basis for identifying gifted children, teaching such children, and assessing their achievement. First, we briefly review the theory of successful intelligence. Then, we describe how to teach and assess for successful intelligence. Next, we discuss and answer potential objections to teaching for successful intelligence. Then, we present some data based on teaching for successful intelligence. Finally, we draw some conclusions.
The Emotional Intelligence, Moral Judgment, and Leadership of Academically Gifted Adolescents
Authors: Lee Seon-Young , Olszewski-Kubilius Paula
Published: November 2015

Using 3 psychological scales, this study examined the level of emotional intelligence, moral judgment, and leadership of more than 200 gifted high school students who participated in an accelerative academic program or an enrichment leadership program through a university-based gifted institute. Major findings include that on emotional intelligence, gifted males were comparable to students in the age normative sample, while gifted females lagged behind the norm group. Regardless of gender, gifted students had higher scores on adaptability but lower scores on stress management and impulse control ability compared to the normative sample. On moral judgment, gifted students were comparable to the level of individuals with master's or professional degrees, and they showed an above-average level of leadership compared to the normative sample. No differences were found in students' scores on the 3 scales by the type of program (academic versus leadership).
Dabrowski's Theory of Positive Disintegration and Giftedness: Overexcitability Research Findings
Authors: Mendaglio Sal , Tillier William
Published: November 2015

During the past 20 years, a significant body of literature has emerged focusing on the application of Dabrowski's theory of positive disintegration (TPD) to the study of gifted individuals. Although much of this literature is prescriptive, some research reports spanning this time period are available. A perusal of research on TPD's applicability to gifted individuals indicates that the focus has been Dabrowski's notion of overexcitability (OE). This article reviews OE research, contrasts it with Dabrowski's approach to research with gifted individuals, and argues that researchers should emulate Dabrowski's approach in future investigations.
Teachers of Gifted Girls: Are There Differences in Classroom Management?
Authors: Handel Ruth D.
Published: November 2015

Ninety elementary school teachers responded to descriptions of gifted students by ranking the appropriateness of classroom actions categorized as “social relationship” or “academic challenge” interventions. The purpose of the study was to discover differences in classroom management of gifted girls, as compared to gifted boys or students not identified by sex on the stimulus material. Students were also described as either “conformist” or “assertive” behavior types. The research design was a 3 × 2 factorial analysis of variance with repeated measures on the second factor. Results indicated significantly more “social relationship” interventions for assertive than conformist gifted and significantly more “academic challenge” interventions for conformist than assertive gifted. No significant differences in classroom management of gifted girls appeared. Possible explanations include absence of sex stereotyping of the gifted and salience of giftedness, rather than sex, on the instrument used. Observational studies are proposed as measures of more subtle aspects of classroom management and possible divergence of written responses from actual behavior.
Moral Reasoning, Classroom Behavior, and the Intellectually Gifted
Authors: Bear George G.
Published: November 2015

The present research compared the moral reasoning and classroom conduct of 14 intellectually gifted sixth grade students with 46 of their non-gifted peers. A linear relationship was found between moral reasoning and intelligence. The intellectually gifted students were found to be more advanced in their moral reasoning and to exhibit fewer conduct problems in the classroom. Although the conduct of the gifted students was found to be less variable than that of their non-gifted peers, their moral reasoning was equally as variable as that of their non-gifted peers. The results indicate that advanced moral reasoning and the relative absence of conduct problems are differential characteristics of the intellectually gifted.
Participation of Parents in Programs for the Gifted in New York City
Authors: Chapey Geraldine D. , Trimarco Teresa A.
Published: November 2015

The historical relationship between parents and the schools forms the background for this recent survey that examined the role that parents of gifted children now play in educational programming. Parents across the New York metropolitan area responded to survey items built on twenty-seven modes of participation. Analysis of the results included comparisons of responses by parents, officers in parent associations, and public/private school affiliations. The survey confirmed the hypothesis that parents of gifted/talented children have not yet achieved high rates of participation in these school programs.
Interlochen Arts Academy: Its Guidelines for Success
Authors: Galbraith Bruce W.
Published: November 2015

The Interlochen Arts Academy (Interlochen, MI) is a private high school for students who wish to study the arts. This article, written by the school's Director, outlines 10 guidelines which are employed by the academy in their programs for the talented students they teach.
Computer-Based Math for Gifted Students: Comparison of Cooperative and Competitive Strategies
Authors: Kanevsky Lannie
Published: November 2015

This study investigated the influence of several factors in the instruction of gifted students with classroom computers. Forty grade 3 (n = 21) and grade 4 (n = 19) gifted students were assigned to one of three instructional treatment groups: competitive, cooperative or traditional. The competitive and cooperative groups received computer assisted instruction (CAI), while the traditional group received flashcard instruction on basic math drills for 15 minutes per day over a 10 day period. The findings indicate that the CAI and flashcard presentations of math drills were significantly and equally effective in increasing gifted students’ performance on tests of basic math operations. The competitive or cooperative structure of the learning experiences involving CAI had no effect on gifted students’ speed in basic math facts. However, gifted students working competitively on math skills at the computer showed an increasing preference for more competition and less cooperation in their activities. Their attitudes towards working with others in social or academic settings reflected an increased interest in winning at the cost of cooperative behaviors.
Diagnosing and Remediating Writing Problems of Gifted Students with Language Learning Disabilities
Authors: Ganschow Lenore
Published: November 2015

This article examines an approach to diagnosing and remediating writing problems of gifted students with language learning disabilities. Case studies of a third grader, sixth grader, and college student demonstrate differences in literacy problems among the gifted/learning disabled. An informal tool to diagnose writing problems is described and demonstrated with each case study. An instructional approach which takes into consideration developmental, remedial, and adaptive needs of the individual is examined, and three sample instructional objectives for writing are explored.
Using Evaluation and Research Theory to Improve Programs in Applied Settings: An Interview with Thomas D. Cook
Authors: Buescher Thomas M.
Published: November 2015

Designing and improving programs that serve clients in real-life or applied settings is a formidable challenge. The problems and pitfalls that await unsuspecting program designers who seek to evaluate the impact of their work on young people or adults are legion. In the past, educators and social scientists looked to formal research design strategies to more adequately solve the questions of impact and benefit. Yet the approach often has proven to be too narrow and unwieldly in the complex, real-life context common to programs serving children or adolescents at school or home.

To explore these issues more fully and seek answers to key questions confronting educators who design programs for gifted and talented students, JEG interviewed Thomas D. Cook, Ph.D., Professor of Psychology and Research Fellow at the Center for Urban Studies, Northwestern University. Professor Cook has authored numerous books and articles regarding the use of research and evaluation theory and design, including the classic textbook in the field, Quasi-experimentation: Design and analysis issues in field settings with Donald Campbell.
Do the Gifted Think and Learn Differently? A Review of Recent Research and Its Implications for Instruction
Authors: Rogers Karen B.
Published: November 2015

This article reviews research over the past decade involving comparative studies of gifted and nongifted populations on questions of differential cognitive styles, cognitive developmental patterns, cognitive strategy selection, and social and emotional factors associated with the academic setting. Significant differences were found in all four areas. The implications of those differences on instructional design and curricular planning are also discussed.
Gifted Education Program Evaluation: A National Review
Authors: Traxler Mary Ann
Published: November 2015

The present study assessed the status of gifted program evaluation in public schools in the United States during the years 1982–1983. Questionnaires were completed by 192 personnel in randomly selected school districts having gifted programs. Results indicate that at least half the gifted programs in this study were not evaluated throughout the year and most who carried out gifted program evaluation were not trained evaluators. A second aspect of the study assessed the influence of various personnel on program components such as funding, personnel, curriculum, identification of the gifted, and student time spent in the gifted program. Findings in this regard indicate that students, outside evaluators, other teachers, and the school board of education had little influence on these components. Gifted student evaluation procedures were also assessed. Teacher observation and creative products were the measures reported most often. Within the limitations of this study, evaluation of gifted programs in states mandating gifted education was found to be less thorough than that in nonmandated states.
Science Curriculum and Teaching for the 21st Century
Authors: Slavkin Harold C. , Slavkin Lois E.
Published: November 2015

The challenges of an increasingly science-driven 21st century require a society of teachers and learners who participate actively and jointly across a broad range of problem areas, scientific disciplines, processes and methodologies. A widening gap currently exists between science education and mainstream science—a gap which must be narrowed to prepare the next generation of well-educated and well-trained scientists and science-literate citizens. The nature of major scientific problem-solving in the next 50 years will be accomplished through the effective mobilization of uniquely multidimensional, science-proficient men and women capable of interdisciplinary thought, action and cooperation, as well as individual specialization, To meet these challenges, educators of the gifted will be compelled to discover innovative strategies that focus on the whole student, not merely the identified gifted parts, and cultivate all aspects of the talented student—developmental, intellectual and psycho-social. Two scientific models have been selected for presentation in this paper, each representing a global problem of significant complexity. The models are: 1) Biotechnology applied to world hunger and famine, and 2) Genetic engineering applied to birth defects. Discussion of each model includes an overview of the specific problem area, approaches to solutions using a collaborative problem-solving process, and suggestions for classroom application.
The Expectations and Motivations of Gifted Students in a Residential Academic Program: A Study of Individual Differences
Authors: Brounstein Paul J. , Holahan William , Sawyer Robert
Published: November 2015

The investigation was conducted to determine what, if any, differences in expectations, motivations, satisfaction, and performance existed among 612 extremely gifted adolescents attending the Talent Identification Program's Summer Residential Program. As part of a thorough program evaluation, a staged series of statistical analyses were effected. Three discernible groups of students emerged (Academically Oriented, Socially Oriented, and Highly Motivated-Gregarious). Investigation of the composition and correlates of these groups revealed a number of interesting differences. The implications of this effort for program modification and future investigation of differences within the academically gifted population are discussed.
Cognitive Controls, Cognitive Styles, and Divergent Production in Gifted Preadolescents
Authors: Borland James H.
Published: November 2015

The concept of cognitive style is discussed as a means of shedding light on the nature of giftedness and explaining differences in performance among individuals equally high in measured intellectual ability. Particular attention is given to the cognitive-style theory derived from ego psychology that focuses on what is known as the “cognitive control,” a cognitive structure that mediates the expression of drives in light of conditions that obtain in the external world. A study is described in which six cognitive controls were isolated through factor analysis in a sample of 59 intermediate-grade gifted children. Three cognitive styles, each representing a cluster of cognitive controls, were defined by cluster analysis. The cognitive style labeled “strict percept-strict concept” was associated with greater facility in divergent thinking on two of three dependent variables. The findings are interpreted as lending support to attempts to explain giftedness through the use of qualitative or style constructs.
It All Began with Leta Hollingworth: The Story of Giftedness in Women
Authors: Silverman Linda Kreger
Published: November 2015

Leta Stetter Hollingworth was the first champion of the cause of gifted girls and women. She was also one of the founders of gifted education, if not the founder, since she instituted the first course in the nature and needs of the gifted, wrote the first major textbook in the field, conducted over 30 original studies of gifted children, developed one of the first and most celebrated experimental education programs, designed curricula and counseling techniques still in use today, and contributed the first extensive study of children above 180 IQ. In addition, she single-handedly launched a battle to refute the pervasive beliefs of her time that females were innately inferior in intelligence to males. Through her own scholarship, ingenuity, courage and tenacity, Hollingworth won the battle and provided the foundation upon which we can build to understand and nurture giftedness in females.
The Secondary Triad Model
Authors: Rei Sally M. , Renzulli Joseph S.
Published: November 2015

The Secondary Triad Model (Reis & Renzulli, 1985) evolved after several years of experience with numerous field test sites in which the Enrichment Triad Model had been implemented at the elementary level. In early attempts at the junior and senior high school levels, several problems emerged that were not easily resolved through the use of the elementary administrative design. These problems included scheduling, finding time for creative/productive work in “content crowded” classes, and developing administrative and staff support. How to blend the gifted program into already existing options such as advanced placement, honors classes and extra-curricular activities was an additional concern.

The Secondary Triad Model, which has been implemented in many sites, begins with the formation of an Interdisciplinary Planning Team (IPT) that includes faculty members who volunteer to participate from each of the major academic areas. This team plans and organizes program goals and activities, and meets on a regular basis to discuss curriculum compacting options for students and to plan schoolwide enrichment opportunities. The Secondary Model also includes the formation of Talent Pool classes which are based in the Enrichment Triad Model. These classes actually become self-contained Triad programs within each discipline and allow regular curriculum to be compacted so that students may participate in Type I and Type II activities within the subject, and “revolve into” Type III experiences, if interests develop.
Humor and Giftedness
Authors: Ziv Avner , Gadish Orit
Published: November 2015

Two studies investigated humor among gifted adolescents. The first compared the choices received on a sociometry of humor test by a group of gifted adolescents and by their peers in 30 classrooms. It was found that while sociometric choices were normally distributed in the general population, gifted adolescents received either few or many choices, in a bimodal distribution.

The second study compared personality traits of gifted adolescents receiving high and low scores on a humor test. The results showed that gifted adolescent humorists were more extroverted, more creative and lower in their needs for social approval. Tentative explanations for these findings as well as practical implications are presented.
Identification of Gifted Students: An Analysis of Criteria Preferred by Preservice Teachers, Classroom Teachers, and Teachers of the Gifted
Authors: Schack Gina D. , Starko Alane J.
Published: November 2015

This study describes criteria preferred by teachers when recommending students for gifted programs. It also examines differences between expert and novice teachers of the gifted by comparing the preferences of preservice teachers, classroom teachers, and teachers of the gifted. The sample included 308 subjects from three states with varying definitions of giftedness.

Subjects were asked to indicate preferences from a list of 18 possible criteria. Overall, the criteria of: creativity, learns quickly and easily, initiates own learning, and curiosity, were chosen most frequently. Chi square analysis indicated several criteria for which there were significant differences among the three groups of teachers. Discriminant function analysis provided functions that distinguished among all three groups as well as between classroom teachers and teachers of the gifted. Criteria preferred by teachers of the gifted were more consistent with theorists' recommendations than were those of either classroom or preservice teachers. Implications for identification and teacher training are discussed.
What Constitutes a “Good” Definition of Giftedness?
Authors: Sternberg Robert J.
Published: November 2015

It is argued that the debate between Renzulli, on the one hand, and Jarrell and Borland, on the other, is miscast. Definitions (of giftedness or anything else) are not tested by empirical research, but rather serve as presuppositions for it, except in the case of research on implicit theories (people's conceptions). Three criteria are proposed for evaluating definitions. Renzulli's definition does fairly well, although of course not perfectly, in meeting these criteria. It is suggested we need to think in terms not only of multiple components of giftedness, but of multiple kinds of giftedness.
Peer Acceptance and Self Concept of Black Students in a Summer Gifted Program
Authors: Cooley Michele R. , Cornell Dewey G. , Lee Courtland
Published: November 2015

Few studies have investigated the social and emotional adjustment of high ability black youth in gifted programs. In the present study, thirty-five high ability black students (ages 9 to 15) who were attending a predominantly white university summer enrichment program were compared to their white peers on multiple measures of peer acceptance, self-concept, and teacher ratings of academic self-esteem, as well as background measures of academic achievement and social status. Overall, results suggest that, despite some differences in achievement and social status: 1) high ability black students are accepted by other high ability peers; and 2) high ability black students are comparable in self-concept and academic self-esteem to their white peers. One implication of these findings is that educators can encourage greater involvement of high ability black students in summer enrichment programs.
Use of SOMPA in Identification of Gifted African-American Children
Authors: Matthew Janice L. , Golin Anne K. , Moore Mary W. , Baker Carol
Published: November 2015

To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.
An Analysis of Content Elimination and Strategies Used by Elementary Classroom Teachers in the Curriculum Compacting Process
Authors: Reis Sally M. , Purcell Jeanne H.
Published: November 2015

Curriculum compacting is an instructional strategy that can be used by classroom teachers to modify and/or eliminate curriculum material that has already been mastered, or can be mastered in a fraction of the time, by students of above average ability. In this experimental research study, the effects of three increasing levels of treatment on the instructional practices of elementary school teachers as they implemented curriculum compacting are reported. Approximately 470 teachers from 27 school districts across the country participated in this study sponsored by The National Research Center on the Gifted and Talented (NRC/GT). This article will report: the content areas in which various percentages of curriculum could be compacted; the strategies used by teachers to identify subject matter previously mastered by students; the assessment strategies utilized by teachers to document proficiency of curriculum material; and the nature and type of replacement strategies teachers used after curriculum was compacted. Results suggest that elementary teachers are able to eliminate between 24–70% of the curriculum across content areas for more capable students. It was also clear from the results that classroom teachers need considerable assistance to design challenging and rigorous replacement activities.
Evaluation of Gifted Programs: Current Practices
Authors: Hunsaker Scott L. , Callahan Carolyn M.
Published: November 2015

In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable.

A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns.

Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.
Motivation and Achievement of Gifted Children in East Asia and the United States
Authors: Stevenson Harold W. , Chen Chuansheng , Lee Shinying
Published: November 2015

Analyses were conducted of data from 5 studies related to the academic achievement and cognitive abilities of students in Japan, Taiwan, Mainland China, and the United States. Cross-sectional and longitudinal data were available for students in kindergarten and grades 1, 5, and 11. The analyses compared the top 10 percent of students with the 10 percent of the students whose scores clustered most closely to the average on (a) tests of cognitive ability and then on (b) tests of mathematics achievement. The high ability students in Asian samples outperformed high ability American students in mathematics at grade level 1, 5, and 11 but not in reading. Parents of high ability students in the United States had a higher opinion of their children's ability and performance than did Japanese parents of high ability students. Many factors related to high ability and/or to high achievement are discussed, including mothers' and students'evaluations of the students' abilities and personality characteristics, attributional beliefs, sources of motivation, psychological well-being, and demographic factors. The relation of cognitive ability to academic achievement is also discussed.
Gifted Children and Divorce: A Study of the Literature on the Incidence of Divorce in Families with Gifted Children
Authors: Rogers Judith A. , Nielson Aleene B.
Published: November 2015

Children who have experienced the divorce of their parents may well comprise an underserved population in special programs for gifted students. Statistics gathered in the early part of this century may have conditioned educators to generalize that, in spite of social changes, most gifted children live in intact, middle to upper-middle class families. The purpose of this article is to present a review of the literature on characteristics of the families of gifted children, especially the marital status of the biological parents, to infer some possible connections with literature on teacher expectations and to teacher and peer perceptions of children of divorce. Ultimately, we urge educators to a) reject the stereotypical image of the families of gifted children, and b) do further research to update data bases and inferences concerning the families of gifted children.
Technology: An Essential Tool for Gifted & Talented Education
Authors: Morgan Thomas D.
Published: November 2015

Productive citizens of the next century will possess the lifelong learning and technical skills required to deal with constant change resulting from a rapidly advancing technological society. Educational reform is needed to prepare students adequately for the challenges they will face in the future. At the Central Virginia Governor's School for Science and Technology, a variety of techniques have been developed during the last six years which infuse the use of technology throughout the curriculum. This article describes three technology infusion categories providing examples and rationale for using them with gifted students and offers suggestions for planning and implementing technology infusion programs.
Relationships between Programming Practices and Outcomes in a Summer Residential School of Gifted Adolescents
Authors: Coleman Laurence J. , Cross Tracy L.
Published: November 2015

A study was conducted to determine which practices in a special school for gifted and talented adolescents were associated with ratings of effectiveness of program outcomes. Subjects included 2,213 students attending the five Tennessee Governor's Schools from 1986 to 1988 and the directors of the schools. Questionnaire data collected from the students were compared with internal data gathered via interviews from the school directors to establish which changes in practice influenced students' ratings.

Relationships were found between student' ratings of program effectiveness and director' changes in program practices. In addition, yearly evaluation data were compared with three year evaluation data to illustrate potential misinterpretations of program effectiveness. A case is made to expand the time line for program evaluations so the iterative nature of the relationship between practices and outcomes will emerge against the specific program backdrop which includes population characteristics and director decision making.
Content Acquisition in Problem-Based Learning: Depth versus Breadth in American Studies
Authors: Gallagher Shelagh A. , Stepien William J.
Published: November 2015

A continuing barrier to the implementation of curriculum fostering higher order thinking skills is the perception that use of these programs inevitably results in lower levels of content acquisition. This assumption was challenged in the current study, which compared high school students' scores on a multiple-choice standardized test after traditional or experimental instruction. Students in the experimental classroom were instructed by using an approach called problem-based learning where an ill-structured problem initiates learning and the teacher serves as a coach instead of an information repository. Results indicate that students in the experimental class did not sacrifice content acquisition when compared to students learning in more traditional settings. Implications regarding the breadth-versus-depth debate are discussed along with questions of research methodology in this area.
“Hidden Gifted” Students: Underachiever Prevalence and Profile
Authors: Lupart Judy L. , Pyryt Michael C.
Published: November 2015

The purpose of the present study was to provide a reasonably accurate estimate of the prevalence of one type of “hidden gifted” population (gifted underachievers) and to identify some of the key academic and personal characteristics that define this group. Study participants were selected from 19 elementary, junior, and senior high schools in a large Western Canadian urban school district. A formula was used to identify grades 4, 7, and 10 students whose measured intellectual potential was 120 or higher and who demonstrated a significant achievement-potential discrepancy. Out of a total of 80 prospective students, a final sample of 58 students was administered the Woodcock-Johnson Psychoeducational Battery-Revised (WJPB-R), the Piers-Harris Self-Concept Scale (PHSCS), and Thinking About My School (TAMS). Results of a MANOVA and discriminant analysis indicate that there was a significant interaction effect between gender and school level and a significant grade-level effect. Major findings were: (a) achievement scores on the WJPB-R were higher than their course grades; (b) there was a significant decline in attitudes toward school for this group of students at the junior high level, particularly for females; and (c) overall achievement declined as students progress from grade 4 to grades 7 and 10.