bluuebunny/crossref_metadata_2025 huggingface dataset:
Healthy Perfectionism in the Gifted
Authors: Parker Wayne D.
Published: June 2009

The results of a series of empirical studies on perfectionism in the gifted are reviewed. Contrary to common beliefs, results indicate that perfectionism is not greater in the gifted. Perfectionism has a hierarchical structure with both healthy and unhealthy forms. These two forms are separate constructs rather than extreme ends of a single continuum. High personal standards, often a source of concern for parents and educators of the gifted, are associated with the healthy form of perfectionism. While parents have an impact on perfectionism in their children, evidence to date suggests that parental impact is quite modest.
The Delights and Dilemmas of the Musically Talented Teenager
Authors: Haroutounian Joanne
Published: June 2009

The profiles of musically talented teenagers include the self-taught jazz or pop musicians who easily compose and perform in professional-like settings, as well as the deftly trained classical performers who have experienced numerous competitions and study with a master teacher. Effective identification and programming for these musically talented students presents a healthy challenge to gifted education. The gifted field's renewed focus on artistic talent development will require an examination of differentiated curricular choices that can uniquely serve the needs of musically talented students.

This article presents an overview of the different phases of musical talent development, focusing on the intermediate to advanced phases which usually coincide with secondary school. Aspects of talent development that occur beyond the school walls need to be understood and considered in developing differentiated curriculum for these students. This includes the essential role of parent, private teacher, and practice in the development of musical talent. Dilemmas facing the musical teenager may include competition-oriented instruction that does not allow interpretive exploration; the problem of time management for both advanced musical study and academic achievement; and the difficulty of finding challenging experiences to nurture their talent within the school curriculum. Recommended ways to differentiate curriculum include: student designed independent study contracts connecting the school with community resources such as private music teachers; interdisciplinary options linking music with academics or other arts; and musical coursework that extends beyond performance.
Reforming Secondary Music Teaching in the New Century
Authors: Webster Peter
Published: June 2009

This article argues for a redefinition of how secondary music teachers might think about teaching content. Rather than considering only performance-based education that reaches only a small portion of the secondary school population, music teachers should consider composition, improvisation, and active listening as important additional concerns for a wider population of students. Such an approach is important for serving gifted and talented students as part of mainstream instruction and is in tune with latest developments in curriculum design and research. Constructivism as an educational philosophy is suggested as a conceptual base and advances in music technology and the encouragement of creative thinking are cited as important contributions to this reform.
Performing and Visual Arts Schools: A Guide to Characteristics, Options, and Successes
Authors: Daniel Rod
Published: June 2009

Performing and visual arts schools are found in most major cities in the United States, and their number is growing. Student success in schools of the arts is well documented, with a variety of arts schools opening each year at all grade levels. This article provides an overview of the characteristics of an effective arts education program, descriptions of the various options available for artistically talented students seeking specialized training through performing and visual arts schools, and guidelines to those interested in planning a new school for the arts.
Teaching Talented Teenagers at the Interlochen Arts Academy: An Interview With Three Master Teachers: Crispin Campbell, Hal Grossman, and T. J. Lymenstull
Authors: Haroutounian Joanne
Published: June 2009

The unique relationship between a master teacher and a talented teenage musician in the private studio arrives at a time in musical development where students are discovering abstract musical concepts and beginning to develop interpretive musical reasoning. This interview with three performing master teachers at the Interlochen Arts Academy features personal teaching approaches that develop the problem-solving skills that are essential for advanced musical study. The article reveals a positive master teacher-student dynamic that nurtures technical facility, as well as interpretive decision making. The discussion explains the role of competition for a talented teenage musician and describes the essential requirements for admission to a major conservatory.
Using Biography to Counsel Gifted Young Women
Authors: Hébert Thomas P. , Long Linda A. , Neumeister Kristie L. Speirs
Published: June 2009

Gifted young women face a variety of important social and emotional issues throughout adolescence and passage into adulthood. This article presents a number of issues through four themes: gender role expectations, relationship-oriented problems, achievement and underachievement concerns, and the need for resilience in women's lives. The authors propose guided reading of biographies as a counseling strategy through which middle and high school educators may assist gifted females in gaining helpful insights to deal with the problems they face. The article also provides available biographies of gifted females, as well as various ways secondary teachers and counselors might use such an approach to counsel gifted young women.
Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program
Authors: Worrell Frank C. , Szarko Julia E. , Gabelko Nina H.
Published: June 2009

Minority and low-income students traditionally have been under-represented in programs for the gifted. Researchers have suggested using multiple criteria for identification of minority and low-income students and providing support for these students when they participate in gifted programs. This nine-year database study examined factors related to the return rate of nontraditional students who were identified with multiple indicators and who received support while participating in a summer program for academically talented youth. Results indicated that grade point average, achievement test scores, final grade in the first summer of attendance, and socioeconomic status were not significant predictors of returnee status. The authors suggest that more attention be paid to psychosocial variables and that follow-up studies be done with nonreturning students.
Using Strategy Instruction and Self-Regulation to Improve Gifted Students' Creative Writing
Authors: Albertson Luann R. , Billingsley Felix F.
Published: June 2009

In an extension of a previous investigation, we examined the effects of an instructional package consisting of strategy instruction and self-regulation techniques on the story writing of two gifted, middle school students. Specifically, we used a multiple-baseline, time-series design across the two students to determine whether strategy instruction and self-regulation techniques would affect planning, text production, rates of writing (i.e., fluency), reviewing, and writing quality. Strategies for planning and reviewing involved the use of printed prompts that could be used by the participants. Self-regulation components included goal setting, charting, and monitoring the amount of time spent planning, number of words written, rate of words written per minute, and number of story elements. The findings indicated that, following application of the instructional package, both participants wrote longer stories, increased their writing fluency, and included more story elements. Conversely, we noted that the participants spent less time planning and reviewing and less time writing as the study progressed. Finally, independent raters judged stories the students wrote following intervention to be of higher overall quality than ones they had written earlier. We discuss limitations of the study and implications of the findings for practice and future research.
The Advanced Academy of Georgia: Four Years as a Residential Early-College-Entrance Program
Authors: Sethna Beheruz N. , Wickstrom Clifton D. , Boothe Diane , Stanley Julian C.
Published: June 2009

This study discusses the goals and objectives of the Advanced Academy of Georgia at the State University of West Georgia, an innovative, full-time residential early-college-entrance program for gifted and talented high school juniors and seniors. Also included is a comprehensive report of its progress, as well as entering SAT scores, academic performance, retention rates, and scores on the Dimensions of Self-Concept, which was developed to measure noncognitive factors associated with self-esteem or self-concept in a school setting. In addition to these areas, noteworthy student accomplishments are discussed, including several anecdotal comments about student achievement from the university's faculty. The paper concludes with a discussion of the progress to date and recommendations for further studies on this program.
A Comparison of Gender Differences in Academic Self-Concept and Motivation Between High-Ability and Average Chinese Adolescents
Authors: Dai David Yun
Published: June 2009

This study examined gender differences in academic self-concept, self-esteem, and academic motivation among high-ability Chinese adolescents. Study 1 studied gender differences in a key school as compared to a regular school using a school-type-by-gender MANOVA design. Participants were 208 10th-grade students from the two schools. Consistent with the extent literature on American adolescents, boys at the regular school demonstrated higher math self-concept, and girls demonstrated higher verbal self-concept. In contrast, for the key school, girls and boys had comparable math self-concept and girls had higher general academic self-concept than boys, which is at variance with the findings on high-ability American and European adolescents. As a replication, Study 2 used a between-class design with a group of 148 10th-grade students from a regular school that grouped the top 50 students in one class. Gender differences in math and verbal self-concepts were comparable between the high-ability class and two regular classes and more consistent with what was found with regular school students than with the key school students in Study 1. The discrepancies of the findings of the two studies are discussed in light of the social-contextual nature of academic self-concept and designs of the two studies.
Lost Generation of Elite Talent in Science
Authors: Subotnik Rena F. , Stone Karen Maurer , Steiner Cynthia
Published: June 2009

This study was designed to identify the variables that lead to the retention and attrition of talented men and women in science. It is an outgrowth of a longitudinal investigation conducted by the principal investigator with 1983 winners of the Westinghouse Science Talent Search (currently called the Intel Science Talent Search; Subotnik, Duschl, & Selmon, 1993; Subotnik & Steiner, 1993; 1994). The results of three earlier collection points have established patterns of external and internal influences that lead to participation in the research sciences, into applied sciences (e.g. medicine, engineering), or out of the field altogether.
The Interrelationships Among Science, Art, and Values: Significance for Advancing Holistic Excellence
Authors: Erez Ronny
Published: June 2009

The goal of the Israel Arts and Science Academy (IASA) is to graduate well-educated, deeply committed, independent learners who will apply their gifts in the arts and sciences to the betterment of the human condition. The Greek ideal of the unity of truth, beauty, and goodness serves as the central curricular force. At the Israel Arts and Sciences Academy, excellence emerges from the interrelationship of scientific and artistic education, performed in an engaging context of values and morality.
The Use of Student Ratings of Teacher Behaviors With Academically Talented High School Students
Authors: Worrell Frank C. , Kuterbach Laura D.
Published: June 2009

The present study examined the validity of student ratings of teaching within a two-cohort sample of academically talented high school students (N = 851). Results from the 1997 cohort indicated that low-inference teaching behaviors, as rated by high school students, form factors that are similar to the factors found with college students. Further, student ratings of low-inference (i.e., observable) behaviors were significant predictors of global ratings of teaching effectiveness, whereas expected grade in a course and course workload did not contribute meaningfully to the prediction of global ratings of teaching effectiveness. Teaching behaviors and global ratings of effectiveness also did not contribute to the prediction of expected grade beyond the contribution of student ability. These findings were replicated with the 1998 cohort. Low-inference teaching behaviors may be a useful way for teachers of academically talented and regular education high school students to receive feedback on their teaching.
Identity Development of Gifted Female Adolescents: The Influence of Career Development, Age, and Life-Role Salience
Authors: Shoffner Marie F. , Newsome Deborah W.
Published: June 2009

In this study, the influence of career exploration and commitment, life-role salience, and chronological age on identity development in gifted female adolescents was examined. A set of factors, including vocational exploration and commitment, commitment to the role of work, and participation in the role of studying, explained 43.3% of the variance in the identity development of the gifted females who participated in the study. Of these factors, vocational exploration and commitment contributed the most to identity development. Based on results of this investigation as well as past research, the authors emphasize the need to expand efforts to enhance career exploration opportunities for all adolescents, especially gifted females.
Reasoning as a Key Component of Language Arts Curricula
Authors: Little Catherine
Published: June 2009

One of the central purposes of education is not only to provide students with the information they need to face and understand the world around them, but also to provide the skills they need in order to analyze that world and manage the various types of issues and problems they will encounter. Considerable debate exists in education as to whether and how critical thinking should be taught and encouraged in schools. Among the many existing models of thinking, Paul's (1992) elements of reasoning stand out as a strong foundation for careful consideration of issues in and out of the classroom. The model represents a strong core of higher level thinking that can be embedded within content areas, especially language arts and social studies, so that students have the opportunity to recognize and assess their thinking processes as part of their central content, rather than as a disconnected piece unto itself. Applications of the model to specific learning activities in existing language arts curricula include questioning strategies, persuasive writing, and research.
Vocabulary and Grammar: Critical Content for Critical Thinking
Authors: Thompson Michael Clay
Published: June 2009

The status of direct instruction in grammar and vocabulary has fallen into decline during an era of whole-language philosophy that rejects teaching “skills in isolation.” Grammar has been misunderstood and stereotyped as tedious, remedial, unteachable, and useless. These areas of knowledge must be restored to their necessary place in language arts programs for gifted children, who need educated vocabularies and grammar competence of exceptional quality.
The Memorable Link: Designing Critical Thinking Activities That Stimulate Synthesis and Evaluation Among Verbally Gifted Adolescents
Authors: Dixon Felicia A.
Published: June 2009

There is a need for activities that foster critical thinking on a regular basis within secondary literature-based courses. The rationale for teaching thinking skills is presented, and activities that focus on synthesis and evaluation are presented and discussed. The call for curricula that both model and encourage the thinking skills that students possess is a challenge for all educators who teach verbally gifted students. The call to action is for teachers to become critical thinkers in their determination of content, process, and product choices for high-ability verbal students.
Experiential Learning in Antioch College's Work-Based Learning Program as a Vehicle for Social and Emotional Development for Gifted College Students
Authors: Keen Cheryl , Howard Adam
Published: June 2009

The authors explore how academically gifted students might pursue social and emotional development and the search for meaning through experiential learning, including service-learning and cooperative education work experiences. Antioch College's 75 years of experience alternating study semesters with full-time work semesters offer one model. Themes that emerged from interviews with six academically gifted students at Antioch included: recognition of their responsibility for learning and the joy they drew from it, the unique challenges made possible through cooperative education, the chance to learn more from peers who are also having such challenging learning experiences, and the opportunity to be part of a “community of hope.“
The Moral Reasoning and Scientific Argumentation of Gifted Adolescents
Authors: Tirri Kirsi , Pehkonen Leila
Published: June 2009

The purpose of this study was to explore the moral reasoning and scientific argumentation of Finnish adolescents who are gifted in science. The pupils (N = 31) participated in the gifted program at the University of Helsinki. The general intellectual ability of these students was measured by the Raven test (SMP), and their moral reasoning was measured by the Defining Issues Test (DIT). In qualitative essays and interviews, the pupils were asked to identify moral dilemmas in science and provide solutions to them. Pupils’ argumentation skills were analyzed with the model developed by Toulmin (1958). Two illustrative cases of students who had either average or high scores in the DIT are presented with qualitative analysis of their argumentation in solving a moral dilemma in archeological studies in graves. The findings show that the students identified different relevant aspects in discussing the same moral dilemma. Furthermore, the principles and values used in solving the dilemma reveal qualitative differences in students’ moral sensitivity.
Gender-Role Stereotyping and Career Aspirations: A Comparison of Gifted Early Adolescent Boys and Girls
Authors: Mendez Linda M. Raffaele , Crawford Kelly M.
Published: June 2009

This study examined the career aspirations of gifted early adolescent boys and girls utilizing a career aspirations measure that differentiated between the careers that were still being considered by each student versus those that had been ruled out. Careers were classified by sex type (male dominated, female dominated, or balanced), education required (high school degree, college degree, graduate degree), and prestige associated with the career. Assessments of gender-related personality attributes, achievement motivation, and attitudes toward the rights and roles of women also were administered to provide information on the correlates of career aspirations among gifted early adolescent students (examined separately by gender). Results showed that girls were interested in a significantly greater number of careers (i.e., had ruled out fewer occupations than boys). Girls also showed greater gender-role flexibility in their career aspirations than their male counterparts. Boys aspired to careers that were significantly higher in education required and prestige level than girls. The strength and direction of the relationships between career aspirations and gender-related personality attributes and achievement motivation varied by gender. Results are discussed in terms of their implications for understanding the differing career development needs of gifted early adolescent boys and girls.
Common Denominators: Assessing Hesitancy to Apply to a Selective Residential Math and Science Academy
Authors: Jones Brent M. , Fleming Donna L. , Henderson John , Henderson Craig E.
Published: June 2009

The Texas Academy of Mathematics and Science (TAMS) is a state-supported, tuition-free residential high school at the University of North Texas, one of 14 similar academies in the U.S. TAMS students earn dual high school and college credit, graduating in 2 years with 60 or more transferable college credits. Some 200 high school juniors are admitted each fall from a competitive statewide pool based on exceptional SAT scores and other credentials. While hundreds of highly capable students seek admission each year, hundreds of others withhold applications. Responding to a survey, gifted nonapplicants reported an unwillingness to leave home 2 years earlier than usual and a reluctance to abandon varsity athletics and associated extracurricular activities. Recruitment implications are discussed, along with suggestions for further study.
Secondary Student Perceptions of Their Class Activities Regarding Meaningfulness, Challenge, Choice, and Appeal: An Initial Validation Study
Authors: Gentry Marcia , Springer Penny Mork
Published: June 2009

This research reports the results of an initial study in which the instrument Student Perceptions of Classroom Quality was developed and then administered to a sample of students to allow examination of validity and reliability evidence. Accordingly, exploratory factor analysis was used to examine the construct validity of the scores, and internal consistency alpha reliability estimates were calculated for the 4 factors that were derived from the data. Student Perceptions of Classroom Quality, assesses how high school students perceive their class activities concerning meaning-fulness, challenge, choice, and appeal—constructs clearly tied in the literature to motivation and learning and with their roots of practice found in gifted education programming. Validity and reliability evidence from this pilot study were sufficiently strong, and, thus, this line of research will be continued using a larger national sample in a confirmatory study of the revised version of the instrument that resulted from the present research. Ultimately, this instrument has potential value for those engaged in research or school improvement efforts in both general education and gifted education by providing them a means to assess constructs central to learning and classroom climate from the students’ points of view.
A Longitudinal Study of Post-High-School Development in Gifted Individuals at Risk for Poor Educational Outcomes
Authors: Peterson Jean Sunde
Published: June 2009

Fourteen gifted late adolescents, considered at risk for poor educational outcomes because of underachievement, depression, or family situation, participated in a 4-year qualitative longitudinal study focusing on 4 developmental tasks: gaining autonomy, becoming differentiated, establishing career direction, and developing a mature relationship. The process of resolving conflict with parents generated the largest portion of narrative data. The majority of participants still lacked direction and a mature relationship at the end of the study, but most respondents had resolved conflict, felt autonomous, and reported good emotional health. Multiple task accomplishments were associated with being able to concentrate on academics.
DISCOVER in High School: Identifying Gifted Hispanic and Native American Students
Authors: Sarouphim Ketty M.
Published: June 2009

Based on Gardner's theory of multiple intelligences, the DISCOVER assessment was designed to identify gifted minority students for placement into programs for the gifted. In previous studies, the reliability and validity of the assessment in elementary grades were examined and yielded mostly positive results. In this study, similar analyses were carried out to investigate some validity aspects of DISCOVER with secondary students. The sample consisted of 303 predominantly Hispanic and Native American ninth graders. The results provided evidence for an alignment of the assessment with the theory of multiple intelligences. Also, no overall gender or ethnic differences were found in the numbers of students identified. In addition, the results suggested that the use of the DISCOVER assessment might help in reducing the problem of minority students' under-representation in programs for the gifted, as 29.3% of the high school students who participated in this study were identified as gifted.
“A Shock to Study”
Authors: Coleman Laurence J.
Published: June 2009

Learning about the experience of living in a state-funded, public residential high school for academically talented children was the purpose of an ethnographic inquiry. Studying and homework dominated the students' lives throughout the year. Eager academically gifted high school students were “shocked” to meet the homework demands of a rigorous academic program. The general story of doing homework is told, as well as four characteristic patterns of adjustment presented as cases of studying in action. Theoretical issues related to talent development are discussed.
An Argument for Proactive Attention to Affective Concerns of Gifted Adolescents
Authors: Peterson Jean Sunde
Published: June 2009

To meet affective needs of gifted adolescents, teachers in gifted education can avail themselves of the expertise and resources of school counselors who, especially in recent decades, have been trained to create and implement prevention-oriented, developmental guidance programs. This article provides information about what counselors can offer to gifted adolescents and their teachers, including affective curricula, training in active listening, and cofacilitation of discussion groups. Other strategies for addressing social and emotional concerns in programs are also presented.
The Use of Sociocultural Poetry to Assist Gifted Students in Developing Empathy for the Lived Experiences of Others
Authors: Ingram Michael Anthony
Published: June 2009

Sociocultural poetry can be used in conjunction with a 6-step counselor empathy model to help gifted students understand the lived experiences of others, as well as to help these same students explore their own feelings and thoughts about self in relation to the world. The model can also be utilized to assist in the development of basic empathy skills.
Heightened Multifaceted Sensitivity of Gifted Students: Implications for Counseling
Authors: Mendaglio Sal
Published: June 2009

Effective psychological counseling of gifted students is enhanced when mental health professionals have knowledge of gifted people's differentiating characteristics. This article focuses on heightened multifaceted sensitivity (HMS), a conception of sensitivity that is used by the author in counseling gifted students and their parents. HMS is described, and its implications for counseling gifted students are presented.
Family Therapy With Gifted and Talented Adolescents
Authors: Moon Sidney M. , Thomas Volker
Published: June 2009

Family therapy has been recommended as a counseling modality for gifted adolescents and their families. The purpose of this article is to propose and discuss 3 guiding questions that can help counselors conceptualize and differentiate family therapy with gifted and talented adolescents: (1) What is the problem? (2) Who is in the room? and (3) What approach to family therapy will be most effective? For each question, we first summarize relevant family therapy theory and research. Then, we provide recommendations based on a small, but growing literature on counseling with families of gifted and talented youth plus our own clinical experience as family therapists working with families of gifted and talented adolescents. We conclude with a discussion of the implications of this literature for clinical practice, counselor training, parents of gifted adolescents, and future research.
Mathematical Giftedness, Problem Solving, and the Ability to Formulate Generalizations: The Problem-Solving Experiences of Four Gifted Students
Authors: Sriraman Bharath
Published: June 2009

Complex mathematical tasks such as problem solving are an ideal way to provide students opportunities to develop higher order mathematical processes such as representation, abstraction, and generalization. In this study, 9 freshmen in a ninth-grade accelerated algebra class were asked to solve five nonroutine combinatorial problems in their journals. The problems were assigned over the course of 3 months at increasing levels of complexity. The generality that characterized the solutions of the 5 problems was the pigeonhole (Dirichlet) principle. The 4 mathematically gifted students were successful in discovering and verbalizing the generality that characterized the solutions of the 5 problems, whereas the 5 nongifted students were unable to discover the hidden generality. This validates the hypothesis that there exists a relationship between mathematical giftedness, problem-solving ability, and the ability to generalize. This paper describes the problem-solving experiences of the mathematically gifted students and how they formulated abstractions and generalizations, with implications for acceleration and the need for differentiation in the secondary mathematics classroom.
Leadership Skills Training for Chinese Secondary Students in Hong Kong: Does Training Make a Difference?
Authors: Chan David W.
Published: June 2009

A sample of 116 Chinese secondary students nominated by their schools to participate in university gifted programs in Hong Kong were assessed on their divergent thinking and leadership characteristics prior to their admission to programs. Sixty of these students participated in the Creative Leadership Training Program (CLTP), and 56 joined other non-leadership training programs. The 2 groups of students did not differ on the pretraining assessment of general measures of divergent thinking and self-report leadership qualities. To evaluate the effectiveness of the leadership training, CLTP participants were also assessed on specific measures of interpersonal communication, public speaking, and social problem solving before and after the leadership training. The general findings indicated that CLTP participants gained confidence as leaders, especially in skill areas of communication and public speaking, and in regulating emotions and generating alternatives in social problem solving. The limitations of the pre- and postmeasures comparison and the need to develop program components for the enhancement of leadership flexibility and goal orientation are discussed
Talent Search: Student and Parent Perceptions of Out-of-Level Testing
Authors: Jarosewich Tania , Stocking Vicki B.
Published: June 2009

Every year, hundreds of thousands of academically gifted 7th- and 8th-grade students participate in 1 of 4 regional or several local talent searches, through which they take the ACT or SAT as an out-of-level test. Participation in a talent search offers young students the opportunity to learn about their abilities, practice taking the standardized test they will eventually take for college admittance, obtain information about educational opportunities, and become eligible for rigorous summer and weekend education programs with similarly gifted peers. Very little information is available from the perspectives of students and parents regarding what it is like to take these tests as a 7th or 8th grader. We surveyed 909 students and their parents about their reasons for participating in one of the regional talent searches, the ways in which they prepared for the test, and their feelings while taking the test. Results suggest that students participated in the talent search primarily to gain experience taking the test and to learn about their abilities. Students and parents reported that taking the test was a positive experience for the student. Parents reported being proud that their children were invited to take the test and felt that participation was an honor.
Talented Female Athletes: Are They Going for Gold?
Authors: Ellis Clare J. , Riley Tracy L. , Gordon Barrie
Published: June 2009

This article describes case study research investigating how gifted females perceive their talents by exploring the beliefs and experiences of 18 females who have been identified as athletically talented by their secondary school's sports academy. A comprehensive review of literature and previous studies regarding gifted females and females' attitudes toward sport and physical activity highlighted four key themes worthy of further investigation: self-perceptions of ability, relationship issues, outside expectations and pressures, and future plans. Through questionnaires and a focus group interview, it was found that participants did not perceive themselves as significantly talented or special in any way. However, the study also reveals that, on the whole, the participants enjoyed being athletically talented and would not wish to be any different. Both positive and negative aspects of being considered athletically talented were acknowledged, with the positive factors being mainly in regards to increased confidence and self-esteem and opportunities to meet new people, while the negative problems were predominantly centered around friendship issues, gender problems, and outside pressures. The limitations of this research are recognized and implications for future practice and research are given.
Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom
Authors: Rayneri Letty J. , Gerber Brian L. , Wiley Larry P.
Published: June 2009

This article focuses on the learning style preferences of achieving and underachieving gifted middle school students. Learning style was determined through administration of the Learning Style Inventory (LSI). Both groups of participants revealed several learning style preferences that were quite similar. However, examination of LSI profiles revealed some differences between achievers and underachievers in preferences for quiet or sound, flexibility or structure in assignments, and level of need for mobility. Many low achievers showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent, and scores revealed that they needed structure in assignments. Persistence seemed to be a key to success for the achieving learners in this study since they were able to maintain high academic performance in all content areas. Over half of the low achievers, on the other hand, did not judge themselves to be successful at task completion.
Factors Affecting Mathematically Talented Females' Enrollment in High School Calculus
Authors: Reynolds Nancy G. , Conaway Betty J.
Published: June 2009

The purpose of this study was to determine if identifying factors existed that would explain differential mathematics participation among females in high school, specifically the enrollment in high school Calculus. The factors investigated were socioeconomic status, educational aspirations, the education of both parents, and the number of siblings. The database used for this study was taken from the National Educational Longitudinal Study (NELS: 88) and the follow-up conducted in 1992. The sample for the present research was composed of females enrolled in algebra at the onset of this study who scored in the fourth quartile on the mathematics section of the standardized test. The results showed a difference between the two groups in mother's education, SES, and educational aspirations. However, when applying all factors together in a logistical regression, the results of this research determined that the factors did not have predictive value in determining the probability of a mathematically talented female enrolling in high school Calculus. This research suggests that some factors that affect course taking in the general population of students may not be generalized to mathematically talented females.
The Impact of a Language Learning Task on Instructional Outcomes in Two Student Populations: High-Ability and Average-Ability Students
Authors: Nikolova Ofélia , Taylor Gregory
Published: June 2009

This article examines the use of two different Spanish language learning tasks for students identified as high ability and average ability. Students were asked to read a short passage in Spanish on a computer screen and either use the glosses already provided for certain words to aid in comprehension (the control group) or create glosses for the same target words using a Spanish-English dictionary and annotation software (the experimental group). Next, they were asked to write a synopsis of the story in their own words in English and were also given an unannounced vocabulary recall test. They were retested 1 month later for vocabulary recall. High-ability students performed significantly better with the experimental task than with the control task on the vocabulary test, while average-ability learners showed no difference for recall between the two tasks. For reading comprehension, the complex nature of the experimental task seems to have created difficulties for average-ability learners, who scored substantially lower than the other groupings. Experimental average-ability students recalled significantly fewer words on the delayed recall test, as well, again suggesting a detrimental effect of the task on word retention for this group.
The Use of Harry Potter and the Sorcerer's Stone to Discuss Identity Development With Gifted Adolescents
Authors: Frank Andrew J. , McBee Matthew T.
Published: June 2009

This article examines the process of identity development in gifted adolescents and provides a theoretical and research-based explanation of its importance for influencing achievement and quality of life in adulthood. Teachers, counselors, and parents can use Harry Potter and the Sorcerer's Stone (Rowling, 1997) as a springboard into discussion of identity issues with adolescents, helping them to understand and successfully negotiate the challenges of this phase of life. The article describes the theoretical rationale for such an approach, outlines some practical issues involved, and closes with a sample lesson plan of a session suitable for gifted middle school students.
Constructivism and Understanding: Implementing the Teaching for Understanding Framework
Authors: Graffam Ben
Published: June 2009

For teaching gifted and other high-ability learners, the idea that understanding is more significant than knowing is nearly a no-brainer. Teachers are continuously looking for ways to raise the intellectual bar through classroom challenges that push these learners to extend beyond the factual knowledge base that is often the measuring stick of standardized state exams. But, how do we implement such challenges in ways that raise both the bar and the interest level of the learners? The Teaching for Understanding (TfU) framework addresses this issue, and this paper describes the introduction of TfU at an International Baccalaureate school in Florida. The framework engages the students, moving them into constructivist learning styles, while simultaneously leading the teacher into a clearer sense of how to assess student understanding. Blending thinking from both constructivist and understanding camps, this paper argues that such a pedagogy is far superior to simple methodologies and might be a great match for classes that mix gifted and high-ability learners.
Quo Vadis? Laboring in the Classical Vineyards: An Optimal Challenge for Gifted Secondary Students
Authors: VanTassel-Baska Joyce
Published: June 2009

This article puts forth an argument for the optimal match of the subject matter of Latin for verbally precocious students at the secondary level, beginning no later than the middle school years. It delineates the major benefits for students of learning the language and links those benefits to a view of differentiation in curricula and instruction of the gifted. Furthermore, the article provides a blueprint for schools on developing a Latin program of study over the secondary years.
Heritage Language Instruction and Giftedness in Language Minority Students: Pathways Toward Success
Authors: Matthews Paul H. , Matthews Michael S.
Published: June 2009

Language minority students, while often underrepresented in traditional gifted programs, can benefit from “heritage language” courses focused on developing academic proficiency and exploring challenging content in their home language. We describe how heritage language courses can provide an appropriate venue for the identification of gifted potential among language minority students, how such courses can enhance student motivation for learning, and what cognitive benefits may be associated with additive bilingualism developed through such courses.
The Use of Fiction as a Didactic Tool to Examine Existential Problems
Authors: Sriraman Bharath , Adrian Harry
Published: June 2009

Recent geopolitical events have changed the naïve way in which many teenagers view the world. In particular, it has called into question many of the moral and ethical foundations we take for granted as norms of a functioning society. In the wake of these events, it is important for teachers to allow students, in particular the gifted, to voice their thoughts and critically examine issues pertinent to society and life. The study of literature through the prism of critical thinking can allow the student to experience its cohesiveness to life. Literature can be practical, inspirational, appealing, stimulating, and educational if approached with this purpose in mind. In this paper, we describe how gifted high school seniors at a rural Midwestern public school discerned the nature of “truths” about society and life by critically examining a simple contemporary novel. Vignettes of student discussions that illustrate critical thinking and express “controversial” views are presented along with commentaries. We also discuss the implications of using fiction as a didactic tool to examine existential problems in the high school classroom.
Mathematically Gifted in the Heterogeneously Grouped Mathematics Classroom: What is a Teacher to Do?
Authors: Reed Catherine Finlayson
Published: June 2009

Differentiation provides one method by which teachers can provide appropriate challenges at appropriate levels for all learners in a heterogeneously grouped mathematics classroom, where the range of abilities and interests can be wide. This article considers a heterogeneously grouped high school geometry class where differentiation is practiced. Students who demonstrated mastery of the concepts and skills still under study are invited to move into a differentiated option closely linked to the current class material. Three differentiation opportunities are presented and discussed. The first opportunity is an extension and application of current class work. The second is an investigation of open-ended questions. The third is a consideration of student-selected problems. Each provides content, process, and product differentiation.
The Role of Participation in In-School and Outside-of-School Activities in the Talent Development of Gifted Students
Authors: Olszewski-Kubilius Paula , Lee Seon-Young
Published: June 2009

Based on survey responses from 230 students enrolled in a summer gifted program at a university, this study gives a description of gifted students’ participation in extracurricular activities in and outside of school. Findings show that gifted students were more involved in competitions, clubs, or other extracurricular activities in mathematics than in other subject areas and were the least involved in computer science activities. Sports were the most frequent extracurricular and outside-of-school activities, as well as playing and working with computers. The data reveal some gender-stereotypical tendencies regarding participation in and outside-of-school activities and gender-typical patterns of support from parents. Grade and course differences were also found. Contributions this study makes to the existing literature are to assess the consonance of children's participation in outside-of-school and extracurricular activities with their talent area and to document empirically parental involvement and independent home study for gifted adolescents.
Developing Scientific Talent in Students With Special Needs: An Alternative Model for Identification, Curriculum, and Assessment
Authors: Cooper Carolyn R. , Baum Susan M. , Neu Terry W.
Published: June 2009

Can students with learning and attention difficulties in school actually be talented scientists in disguise? This article presents a model that was highly successful in identifying and developing scientific talent in these special students. The factors that contributed to the success of the model were the following: The emphasis was on helping students become creative producers. The model also featured a strong mentoring component that included role-modeling and problem solving within specific scientific domains and provided students with authentic, discovery-based, experiential, advanced level subject matter of the domain. Finally, the alternate means of assessing student achievement focused on a student's performance and the product he or she created, rather than on test scores. Students demonstrated their ability to be competitive, collaborative, and to apply problem-solving skills. These performances resulted in the students’ shifting their identity from loser to winner.
Replicating a Successful Authentic Science Research Program: An Interview with Dr. Robert Pavlica
Authors: Robinson George
Published: June 2009

In this interview, Dr. Robert Pavlica discusses the Byram Hills High School Authentic Science Program, which he founded and directs. This program has been replicated in school districts throughout the country, and the expense to start and maintain it is minimal. Students are self-selected into the program based on their desire to study and succeed, not on their grade-point average. By undertaking this 3-year program, students learn not just about science, but how to do science like a practitioner in the field. First, students identify a topic they wish to investigate by doing an extensive review of articles. Then, they find a mentor to help them do research on their topic. Finally, students publish their results. In 2004, Byram Hills High School, which has only 600 students, was tied for first place in the nation with respect to the number of finalists and semifinalists in the Intel Science Talent Research Competition.
Freedom and Creativity: An Approach to Science Education for Excellent Students and Its Realization in the Israel Arts and Science Academy's Curriculum
Authors: Erez Ronny
Published: June 2009

The contemporary world of knowledge, characterized by an explosion of information and ways of communicating it, requires creativity more than ever in handling scientific knowledge. Thus, science education, especially for the gifted, must encourage the development of creativity. But, as creativity is not something that can simply be taught, we must create the conditions for its development. The main condition is freedom—freedom to raise original unorthodox ideas, freedom to deal with complex issues even when the student's body of knowledge is insufficient, and, most importantly, freedom to fail. This article describes, through examples, the main principles of the science education program in the Israel Arts and Science Academy and how the foregoing ideas are translated and applied there.