bluuebunny/crossref_metadata_2025 huggingface dataset:
Surface Modification of Fabrics Using a One-Atmosphere Glow Discharge Plasma to Improve Fabric Wettability
Authors: Tsai Peter P. , Wadsworth Larry C. , Roth J. Reece
Published: November 2015

In industrial applications, a steady-state glow discharge capable of operating at one atmosphere would allow many plasma-related surface modification processes to be done on the production line, rather than in expensive vacuum systems that force batch processing. In this paper, we report some encouraging results from the plasma surface treatment of polypropylene meltblown nonwovens in the UTK one-atmosphere glow discharge plasma reactor. This reactor generates a large volume (up to 2.4 liters), low power (less than 150 watts), uniform glow discharge plasma in a parallel plate configuration with oval electrodes of 213 cm2 face area, the lower electrode being covered with a 3.2 mm thick insulating Pyrex surface. The plates are set up in an enclosed box that makes it possible to control the working gas used, and the spacing between the plates can be varied. This reactor is energized by a custom-made high impedance kilohertz power supply capable of supplying up to 5 kilowatts of kilohertz power at RMS voltages up to 10 kV, and over a frequency range from 1 to 100 kHz. Exposing a wide variety of polymer fabrics reveals that the wettability, wickability, printability, and surface contact angle of the materials are significantly changed in a direction that may lead to new uses for these materials.
Controlling Exhaustion of Reactive Dyes on Wool by Microencapsulation with Liposomes
Authors: Gomes J. I. N. R. , Genovez M. C. , Hrdina R.
Published: November 2015

Exhaustion of a reactive dye for wool is studied in the presence of liposome-forming compounds (lecithin). Both analytical and commercial products are used as a source for the lecithin. Liposome formation is tested with different preparation procedures (ultrasound and mechanical agitation), and the stability is evaluated under different conditions of time, temperature, and the presence pf a tensoactive product. The effect of these different conditions and the variation of liposome concentration on exhaustion and levelness is presented. A practical method for dyeing wool with reactive dyes using liposome-forming compounds is proposed based on the results.
Dyeing Polyester Fibers with 1,4-Diaminoanthraquinone in the Presence of Dialkyldimethylammonium Bromide
Authors: Kim Ik-Soo , Kono Kenji , Takagishi Toru
Published: November 2015

The dyeing behavior of 1,4-diaminoanthraquinone (1,4-daa), CI Disperse Violet 1 on polyester fibers is investigated in the presence of a double tailed surfactant, dialkyldimethylammonium bromide (dadmab), which is known to form a bilayer. Both dyeing rate and saturation values of 1,4-daa are considerably improved at 110°C in the presence of dadmab compared with those of a dyehouse grade, Miketon Fast Red Violet R. It is likely that the enhanced dyeing properties with dadmab are due to interactions between it and the polyester fibers or between it and the dye.
Analysis of Yarn Tension in the Yarn-Forming Zone in Friction Spinning
Authors: Merati Ali Akbar , Konda Fujio , Okamura Masaaki , Marui Etsuo
Published: November 2015

We have analyzed the tension distribution along the yarn tail in the yarn-forming zone of a friction spinning machine by considering the effective parameters of the torque applied to the yarn tail. Tension is applied to the yarn tail by suction air pressure and rotation of friction rollers. The yarn tension in the yarn-forming zone is measured for various yarn counts and suction air pressures. The effects of the parameters on yarn tension are considered in a theoretical analysis based on tension distribution along the conical yarn tail. Theoretical results are compared with me experimental data. The results of this research show that yarn tension increases with increasing suction air pressure and yarn size in tex, and yam diameter decreases with increasing suction air pressure for the same yarn size. Therefore, because of the low tension experienced with fine yarns, it is difficult to properly produce such yarns through friction spinning.
New Mathematical Model for Determining Time-Dependent Adsorption and Diffusion of Dyes into Fibers through Dye Sorption Curves in Combination Shades
Authors: Cleve E. , Bach E. , Denter U. , Duffner H. , Schollmeyer E.
Published: November 2015

Dye uptake of textile substrates can be described as time-dependent by a new mathematical model, in which the sorption process is divided into fast and slow subprocesses. The fast subprocess describes the adsorption of the dye onto the fiber surface, and the slow one details the diffusion of the dye into the fiber. In addition, dye desorption is simultaneously considered along with adsorption. Relating this concept to the dyeing process, it is possible to divide the process into two parts—dye adsorption and diffusion. The model is verified by dyeing cotton with direct dyes, but the results are also transferable to other fibers and dye classes. Using this model, optimum dyeing parameters and dye combinations can be determined from the sorption curves, which are easily obtained by UV-VIS spectrophotometry.
Frictional Behavior of Textile Fabrics Part I: Sliding Phenomena of Fabrics on Metallic and Polymeric Solid Surfaces
Authors: Virto Luis , Naik Arun
Published: November 2015

This paper presents experimental results on the sliding of fabrics on metallic and polymeric solid surfaces, showing the influence of the compression load at the solid-fabric interface and the nature of the solid material, and the effect of sliding speed on the sliding friction coefficient. At the same time, a physical description of the sliding phenomenon is given. On the basis of these observations, a theoretical approach is developed to explain the sliding friction behavior of fabrics on solid surfaces. Part II will deal with the waving and stick-slip phenomena, which are evident in the sliding process under certain conditions.
Processing Characteristics of Recycled Poly(Ethylene Terephthalate) as Melt Spun Fibers
Authors: Fann Daw-Ming , Huang Steve K. , Lee Jiunn-Yih
Published: November 2015

Recycled poly (ethylene terephthalate) (r-pet) used in blends with a fiber grade material (f-pet) is investigated. As-spun fibers of r-pet, f-pet, and r/f-pet blends are made at winding speeds ranging from 1000 to 4000 m/min (mpm), with subsequent drawing in the range of 1.6 to 4.0×. Spinning and drawing behaviors of the fibers are analyzed using orientation (birefringence), boil-off shrinkage, calorimetric (dsc), and mechanical measurements. The fully oriented yarns from the r-pet show a tensile strength of 70% of the fiber grade, with 3.2 g/d (r-pet) to 4.6 g/d (f-pet), which still meets and surpasses minimum industrial requirements. The dsc study of these materials indicates that the decreased crystallinity of the r-pet may be the main cause for the decreased tensile strength of the product.
Missio-logoi, interreligious dialogue, and the parable of the Good Samaritan
Authors: Muck Terry C.
Published: November 2015

Although the parable of the Good Samaritan has the elements characteristic of an inter religious interchange, that is, interaction among Jews and Samaritans, it has almost never been read that way. Commentators have not picked up on the meaning of the parable from the point of view of inter religious dialogue. It should be read that way, as one reading among several. In our day and age of religiously plural cultures, an inter religious reading of the parable has much to offer us.
The Effects of Multiple Sources of Performance Feedback and Feedback Favorability on Self-Perceived Task Competence and Perceived Feedback Accuracy
Authors: Stone Eugene F. , Stone Dianna L.
Published: November 2015

The effects of (a) favorability of feedback and (b) number of feedback agents on self-perceived task competence and perceived accuracy of feedback were examined. Hypotheses related to these effects were tested using 80 subjects and a laboratory experimental research strategy. Results of statistical analyses showed support for (a) hypothesized main effects of favorability of feedback on both self-perceived task competence and perceived accuracy of feedback and (b) a main effect of number of feedback agents on self-perceived task competence. Implications of these results for organizational practices (e.g., performance appraisal and feedback systems) are considered. In addition, suggestions are offered for further research on feedback.
Measuring AIDS Activism
Authors: Elbaz Gilbert
Published: November 2015

Typically, emerging movements grow out of and remain dependent upon established institutions and organizations. Movements as diverse as a Texas antipornography effort, the Populist poarty, the Berkeley free speech movement, and the American civil rights movement of the 1950s and 1960s found their impetus in existing organizations. (McAdam, 1982: 162)
Spatial-Temporal Intelligence: Original Thinking Processes of Gifted Inventors
Authors: Cooper Eileen E.
Published: November 2015

This psychological phenomenological research analyzed the cognition of gifted inventors and proposes a theory on original, creative thinking. Spatial intelligence is reviewed. Results provide 7 findings, including cognitive, motivational, affective, and psychokinesthetic factors. A key assumption that space-time cannot be separated supports a redefinition and renaming of spatial intelligence to spatial-temporal intelligence. Spatial-temporal intelligence is theorized as an abstract mode of cognition, combining intuitive and rational modes of logic. Cognitive imagery and dialog are described as reasoning tools in multidimensional and multidirectional space-time. Implications for educational practice suggest that spatial-temporal intelligence is complementary to linguistic-mathematical modes of thinking.
Potential, Performance, and Paradox: A Case Study of J.P., a Verbally Gifted, Struggling Reader
Authors: Hettinger Hillary R. , Knapp Nancy Flanagan
Published: November 2015

While numerous studies have described a picture of the prototypical struggling reader, children who struggle to read but possess other verbal and creative talents have been neglected in the literature. Because they are expected to acquire literacy quickly and easily, verbally gifted, struggling readers often encounter a different set of problems from other children who fail to read in the primary grades. In this case study, an 8-year-old, verbally gifted, struggling reader's difficult experiences at home and school are discussed, along with the responses of those in his life to his paradox of being highly verbal yet failing at reading.
Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students
Authors: Moon Tonya R. , Callahan Carolyn M.
Published: November 2015

Project Support to Affirm Rising Talent (START) was a collaborative research effort between a university and a large urban school district. While the project had multiple purposes, the focus of this article is to report the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of primary grade students from low-socioeconomic environments who participated in the project. Quantitative results suggest that the interventions had no statistically significant effect on student achievement in any grade. However, by the end of the project, students, typically identified as at-risk, were on grade level.
Global and Specific Self-Concepts of Gifted Adolescents in Hong Kong
Authors: Chan David W.
Published: November 2015

Global and domain-specific self-concepts of 205 Chinese gifted adolescents in Hong Kong were assessed using 7 scales of the Chinese version of the Self-Perception Profile for Adolescents (SPPA; Chan, 1997, Harter, 1988). These adolescents differentiated 6 self-concept domains (Scholastic Competence, Social Acceptance, Athletic Competence, Physical Appearance, Behavioral Conduct, and Close Friendship), and their scores on general self-concept (Global Self-Worth) could be predicted by their scores on particular domain-specific self-concepts. On the basis of specific self-concept measures, relatively homogeneous clusters of gifted students (labeled the stereotyped gifted, the modest gifted, and the superstars) were identified. The characteristics of the three clusters of gifted adolescents were also interpreted in terms of students' IQ, leadership, and the denial of giftedness.
Creative Game in Science
Authors: Koro-Ljungberg Mirka
Published: November 2015

In this article, the metaphor of game provides insights into how successful Finnish scientists defined and depicted their creative processes. Data were juxtaposed from 26 life-story interviews of recognized scientists to reflect the complexity and individuality of the creative endeavor. Various stages and characteristics of creative processes are described in the form of a collective-data story, a collage-like dialogue that creates multiple layers of meanings to illustrate the creativity game and its elements (various roles, backstage work, rules of domain, and individual engagement).
Investigating the Impact of Gifted Education Evaluation at State and Local Levels: Problems with Traction
Authors: Avery Linda D. , VanTassel-Baska Joyce
Published: November 2015

This article highlights results from 2 gifted program evaluations and a follow-up case study investigating how evaluation data were used. Although program evaluation and evaluation utilization are critical issues in driving gifted program development, literature that shares the results of programs with external evaluations is scant. Common findings across the 2 studies were the absence of data on student learning, the fragmentation of service models across the K–12 expanse, the lack of systemic staff-development strategies, and the lack of meaningful parent involvement. Utilization of evaluation results were mixed. Although respondents cited evaluation as a consciousness-raising experience and an important process in effecting change, they were essentially stymied in their efforts to use the evaluation data to catalyze program improvement, particularly in the short run. Barriers to effective use of data are grounded in the insufficient resource base available to sustain high-quality programs and in the complex leadership demands that require movement on multiple fronts simultaneously.
Gifted Black Males in a Predominantly White University: Portraits of High Achievement
Authors: Hébert Thomas P.
Published: November 2015

This article addresses the limited research on high-achieving African American students by examining the experiences of 5 gifted Black males in a predominantly White university setting. Through case study research methodology, this study revealed significant factors that influenced the achievement of the gifted university males. Themes uncovered in the data included influential mothers, recognition of giftedness, and support from significant teachers and mentors. These factors interacted to shape a belief in self and internal motivation within the gifted Black males. Additional themes in the data included the multiple talents of the gifted males nurtured through involvement in extracurricular activities and their positive experiences with an integrated peer group. The final theme in the data accentuated the participants' ability to ignore racist experiences within the university environment and remain focused on their goals. Implications of the findings designed for university educators dedicated to meeting the needs of gifted African American college students are presented.
School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations
Authors: Moon Tonya R. , Callahan Carolyn M. , Brighton Catherine M. , Hertberg Holly , Esperat Andrea M.
Published: November 2015

The purpose of this study was to collect reliability and validity data on the School Characteristics Inventory (SCI), a quantitative measure based on Sternberg's (2000) theory of contextual modifiability. Data were collected from a national sample of middle school teachers and from teachers participating in a 3-year study investigating teachers’ willingness to implement differentiated instruction or differentiated authentic assessments. Factor analysis indicated 6 factors (School Reputation, General School State, Staff Attitudes, Responsiveness to Change, General Perceptions of the School, and Administration Responsiveness), accounting for 42% of the variance. Reliability estimates of the factors ranged from a low of .76 (Responsiveness to Change) to a high of .94 (School Reputation and SCI Total Scale Score). Quantitative and qualitative data give credence to the reliability and validity of the SCI and tentatively support the organizational modifiability construct theorized by Sternberg.
Gifted Adolescents' Talent Development through Distance Learning
Authors: Olszewski-Kubilius Paula , Lee Seon-Young
Published: November 2015

This study involved 99 students who took honors-level courses and 87 students who took Advanced Placement courses through a gifted distance-learning program. Data showed that students' interests in the subject areas, the desire for enriching and accelerating themselves, and the unavailability of the courses in their home schools were the major reasons for enrolling in the distance-learning program. Overall, students were satisfied with the quality of communications with instructors or classmates, but the lack of interactions with teachers was a source of dissatisfaction for some students. Students reported that the classes prepared them well for their AP examinations and that challenge and enjoyment were the most important and beneficial aspects of the courses. Findings also showed that most students wanted to use computer technologies that grant them easy access to teachers, other students, and course information, but still desired to have traditional textbooks and written course materials.
Professional Development of Preservice Teachers: Teaching in the Super Saturday Program
Authors: Bangel Nancy J. , Enersen Donna , Capobianco Brenda , Moon Sidney M.
Published: November 2015

General classroom teachers are being called upon to meet the needs of an increasingly diverse population of students. Although abundant research documents the specific needs of gifted students, too little is being done at the preservice teacher level to prepare our teachers to recognize and meet these needs (e.g., Feldhusen & Kolloff, 1986; VanTassel-Baska, 2003). This study examined the change in beliefs by one cohort of preservice teachers after participation in a gifted education course and practicum. Interviews with the participants following the intervention period were used to assess the participants' perceptions of the effect the course and practicum had on their understanding of gifted students' needs and their ability to meet those needs. Interview data were triangulated with classroom observations and lesson plans created by the participants for use during the practicum. Findings indicated the participants perceived an increase in their overall level of professional development, as well as an increase in their level of understanding of the characteristics and needs of gifted students.
The Role of Gender and Previous Participation in a Summer Program on Gifted Adolescents' Self-Concepts over Time
Authors: Cunningham Lindy G. , Rinn Anne N.
Published: November 2015

The purpose of this study was to identify whether gifted adolescents' academic, general, and emotional stability self concepts would increase or decrease during time spent in a residential summer program for the gifted. Gender and previous summer program participation were also examined as potential moderators. Participants included 140 gifted adolescents enrolled in a 3-week summer program. Self concept was measured using the Self-Description Questionnaire II (Marsh, 1990). Results were analyzed using a series of repeated measures ANOVAs. Application of the results, limitations, and directions for future research are discussed.
Performance Patterns of two Culturally Different Populations of Identified Gifted Students on the Ross Test of Higher Cognitive Processes
Authors: Weaver Jane T.
Published: November 2015

This study examined performance patterns of Mexican American and Anglo gifted students on the Ross test in a two-year repeated measures design. The purpose was to consider specific critical thinking skill characteristics of culturally different students in the context of a program where these skills were an emphasized goal and where efforts were made to identify proportionate numbers of minority students. Significant improvement for both groups suggests program success, but far greater for the Anglos; differences in scores are seen as due to both cultural and socioeconomic status differences, as well as other potentially intervening variables. Discriminant analysis revealed that 96% of all subjects were correctly classified into cultural groups on the basis of Ross scores. The evidence suggests a number of areas of specific strengths and weaknesses which differ for the two groups. Results are interpreted and used to recommend directions for curriculum and further research.
Gifted and Talented Adolescents: Challenging Perspectives
Authors: Buescher Thomas M.
Published: November 2015

Research and review papers in the Journal for the Education of the Gifted (Vol. 8, Nos. 1 and 2) special topical issue on gifted and talented adolescents are examined from a psychosocial perspective and the larger context of previous research about the adolescent process. Key features of these invited contributions are summarized into broad areas for future investigations in the field of gifted education.
Perspectives on Adolescent Giftedness and Delinquency
Authors: Seeley Kenneth R.
Published: November 2015

There has been a good deal of conjecture about the relationship between giftedness and juvenile delinquency among adolescents. Many unfounded claims have been sensationalized and much of the research has been ignored. There continues to be contradictory evidence in the literature as to this relationship, but clearly there is no cause and effect determined. There are however some important indicators of which professionals in gifted education should be aware. This article attempts to put the issue of giftedness and delinquency in perspective based on a review of pertinent literature and a two year study of 268 delinquents in a suburban court system. Two juxtaposed theories evolve from this review about the likelihood of gifted youth to engage in inappropriate behavior and become delinquent.
The Benefits of Summer Programming for Gifted Adolescents
Authors: Vantassel-Baska Joyce , Landau Marsha , Olszewski Paula
Published: November 2015

For several years, Talent Search programs at five American universities have offered intensive summer experiences for a select group of highly gifted young adolescents in core academic areas. It has been the position of directors of these projects that the experience of attending such a summer program has a profound effect on an adolescent's life. In an effort to examine the overall effects and benefits of this type of programming, the Midwest Talent Search Project at Northwestern University conducted a follow-up study of one hundred of its summer participants. This article describes the procedures used, reports the data collected, and suggests a “benefits model” for further testing among this population of gifted adolescents.
Highly Gifted Preschool Readers
Authors: Caldwell Sarah T.
Published: November 2015

Twenty-four preschoolers in a summer program for highly gifted preschoolers were screened for reading ability using Durkin's (1966) word list. Readers and nonreaders were compared. Readers’ scores on selected subtests of the Durrell Analysis of Reading Difficulty (Durrell & Catterson, 1980) were correlated with measures gathered for program admission. Results of a subsequent investigation of basal reading texts’ teachers’ editions for suggestions for differentiating instruction for early readers are reported in terms of the needs of gifted preschoolers.
Cultivating Multiple Creative Talents in Students
Authors: Taylor Calvin W.
Published: November 2015

This article describes the multiple talent approach to developing abilities in students. The background of the approach is discussed, along with the Talents Unlimited Project, assessment of multiple talent, and the appropriate curricular approach to developing full potential.
Regression Discontinuity: Integrating Research and Program Design in Programs for the Gifted
Authors: Stanley T. D. , Robinson Ann
Published: November 2015

This article suggests a means by which school personnel can make use of regression discontinuity in order to plan, implement, and evaluate their programs. It outlines how research data can illuminate rather than obscure program decisions. How to make efficient use of multiple criteria identification data is discussed in this regard along with how to make program effectiveness decisions without using a control group.
Coping Skills among Highly Gifted Adolescents
Authors: Gregory Estelle H. , Stevens-Long Judith
Published: November 2015

The Early Entrance Program at California State University, Los Angeles has been providing the opportunity for full-time college study to young adolescents for the past four years. This paper outlines some of the most consistent problems these children present, and the kinds of coping skills they have learned in the effort to adjust to the college setting. Suggestions are made for the use of these case studies by others who are counseling the highly gifted young student.
Elements to Include in the Language Arts Curriculum for Gifted Students
Authors: McNeil John D.
Published: November 2015

Recent studies have revealed themes of giftedness that have implications for the curriculum in the language arts. These themes include the desire to know and inquire, the uses of play and imagination, the thrust toward coherence, the motivational ambience of the family, and the value of varied apprenticeships. Correlatively, trends in the language arts curriculum reflect the growing influence of the constructivists' theory of learning with its emphasis on active generality of meaning by students. These curriculum trends are propitious for the gifted who excel in learning environments characterized by independent activity and filling in the gaps left by incomplete and less structured teaching. This paper describes how new directions in the language arts curriculum match the themes of giftedness and suggest how gifted students can be helped to share their images and meanings through the language arts.
Methods for Identifying the Gifted and Talented American Indian Student
Authors: Kirschenbaum Robert
Published: November 2015

The American Indian student is underrepresented in programs for the gifted and talented, particularly in nonreservation schools. With reference to the research of cognitive psychologists, definitions of giftedness and talent are formulated that apply to all cultural groups. The relationship between these “generic” definitions and definitions that are specific to the Indian cultures that have been studied is explained. Special considerations need to be kept in mind when trying to locate gifted and talented Indian students through the use of standardized tests. A number of methods for identifying these students are discussed.
Practicum Experiences in an Educational Program for Teachers of the Gifted
Authors: Feldhusen John F. , Huffman Lois E.
Published: November 2015

The purpose of this research was to evaluate the effectiveness of a practicum course in an educational program for teachers of the gifted. A total of 209 teachers served as subjects. Results indicated that the teachers found the practicum teaching, observations of their teaching, and papers they wrote effective learning experiences. Observer's ratings of the teachers indicated that a majority performed well in the practicum. The overall conclusion is that the practicum was effective in preparing teachers for work with the gifted.
Evaluation of College Level Coursework for the Gifted Adolescents: An Investigation of Epistemological Stance, Knowledge Gain and Generalization
Authors: Petersen Nicole M. , Brounstein Paul J. , Kimble Gregory A.
Published: November 2015

The investigation evaluated the proximal and distal effects of an innovative course of study, a college level Introductory Psychology course which was offered to precocious adolescents in a three-week summer session at the Talent Identification Program at Duke University. More specific purposes of the study were to assess level of mastery of the content of the course, retention over time, ability to generalize this content and use it to interpret psychological issues, noncognitive impacts of the course on students' orientation toward psychology and its influence on the students' future plans. The design of the study involved immediate post-course assessments and follow-up assessments at points at six months and 1.5 years remote in time. The same measures were obtained from similar students who did not take the course.

Results demonstrated that knowledge gain from course participation was substantial and long-lived. There was a dramatic effect on the quality of the students' understanding and their ability to generalize and apply psychological concepts to real world situations. Although there was loss of factual content over time, level of understanding and ability to generalize and apply material remained relatively constant. There was a slight shift in the students' outlook on psychology as a discipline. Students just completing the course were quite “humanistic” in their outlook. After a six month period their orientation had moved toward the “scientific” pole. In addition, large proportions of students reported that the course had affected their educational plans (50.0%) and career plans (36.7%).

This study suggests a model of evaluation for educational programs. By focusing on several factors potentially affected by education we can better understand the full effects of tailored interventions on participants. Such information can serve as a guide to developing more focused and effective educational efforts.
The Effects of Time and Direction Changes on the SAT Performance of Academically Talented Adolescents
Authors: Dreyden Julia I. , Gallagher Shelagh A.
Published: November 2015

In an attempt to explain the gender gap in Scholastic Aptitude Test (SAT) scores, a study tested the effects of changing time limits and directions on the performance of academically talented males and females. Students took either the SAT-Math subtest (n = 46 males and 27 females) or the SAT-Verbal subtest (n = 36 males and 33 females) under Timed or Untimed conditions and with Standard or Non-standard Directions. Analyses involved comparisons of performance by gender under the experimental conditions. Resulting trends indicated differences on the basis of time and gender on the SAT-M subtest. Further analysis revealed several patterns which could potentially explain reasons for performance differences outside of ability. No significant differences were found on the SAT-V subtest. Discussion of study results include the reasons why performance on the SAT-M may not reflect pure ability and the efficacy of using the SAT-M with its current time limit to identify academic talent.
Self-Efficacy as a Mediator in the Creative Productivity of Gifted Children
Authors: Schack Gina D.
Published: November 2015

This study investigated the relationship between self-efficacy as a creative producer and initiation of independent investigations in areas of personal interest. Subjects were 294 students in grades four through eight who were participants in gifted programs based on the Enrichment Triad Model in eight schools.

Path analysis was used to test the influence of grade, sex, years in the gifted program, previous independent projects, self-efficacy as a creative producer before and after a research methodology mini-course, and initiation of an independent project on final efficacy scores as a creative producer. The second analysis examined the role of the first six variables and participation in the research methodology mini-course on subsequent initiation of an independent project.

Self-efficacy as a creative producer was a significant predictor of initiation of independent projects and final self-efficacy as a creative producer was higher for students who participated in such projects. The effect of treatment on self-efficacy as a creative producer or subsequent initiation of independent projects was not significant for students who had not started an independent project before the mini-course began, when considered with the other variables in the causal model.
Teaching to Talent: Evaluating an Enriched and Accelerated Mathematics Program
Authors: Robinson Ann , Stanley T. D.
Published: November 2015

The authors present an evaluation of the Gifted Math Program, which was established in 1984 and funded by the Rockefeller Foundation. Mathematics achievement, and mathematics preferences were assessed for second-seventh grade students who participated in the program, as compared with students who were accepted but did not participate. Significant differences were found on mathematical achievement favoring students in the program. The two groups did not differ on stated preferences for learning math, however, the groups differed dramatically on expressed opportunities in math. The authors conclude that there are programs which can address the needs of bright young mathematicians.
The Role of the Family in the Success of Disadvantaged Gifted Learners
Authors: VanTassel-Baska Joyce
Published: November 2015

This study used the case study approach with fifteen “disadvantaged” gifted adolescents. The students completed questionnaires, and follow-up interviews were conducted with the students and at least one parent. The importance of families as a source of encouragement and support was noted by all the students. In addition to families, schools played an important role in acknowledging and encouraging abilities. The question remains open as to how these students will traverse the next stage of their talent development.
Generalizability of Creative Problem Solving Procedures to Real-Life Problems
Authors: Cramond Bonnie , Martin Charles E. , Shaw Edward L.
Published: November 2015

This study investigated whether students trained in Creative Problem Solving (CPS) generalize such training to the solution of problems presented out of the context of the training sessions. In an attempt to answer these questions, 75 sixth, seventh, and eighth grade gifted students were randomly assigned to either of two experimental groups or a control group. The experimental groups were CPS, who received traditional Creative Problem Solving training, and CPST, who received CPS training with transfer strategies infused. The control group received training in various memory tasks, analogical skills, and logic exercises. After the training, all students were given a problem solving task during which they were observed, and a followup interview. Percentages of students in each group who exhibited various problem-solving behaviors were calculated and the results were analyzed using a Chi-square procedure. In each case, the transfer training group had the highest percentage of students applying the strategies, followed by the CPS group, and finally the control group (p<.05). The results indicate that there was a higher degree of transfer of problem-solving strategies by the CPST group.
Effects of Academic Ability and Gender on Career Development
Authors: Kelly Kevin R. , Colangelo Nicholas
Published: November 2015

This investigation explored the effects of academic ability and gender on career maturity. Groups of gifted, regular curriculum, and special learning needs students were compared. Level of academic ability appeared to exert a strong positive effect on career maturity. Although gender differences were anticipated, the scores for male and female groups were almost equal. The results are discussed within the context of clarifying the career development needs of gifted students.
Personal Patterns of Underachievement
Authors: Gallagher James J.
Published: November 2015

The problem of underachievement is examined in light of its effect on the development of potential gifts. Causes and characteristics are reviewed and a description of an underachieving gifted student is provided. Strategies to change the pattern of the “personal-psychological” underachiever are discussed with emphasis on coping strategies. The author then summaries what we know, think we know, and need to know.
Serving the Disabled Gifted through Educational Collaboration
Authors: VanTassel-Baska Joyce
Published: November 2015

Background information on gifted learners with disabilities is provided with the focus on learning disabled and physically impaired students. The need for collaborative interventions to meet the needs of these students is discussed and then a collaborative/consultation model is described. A brief summary looks at what we know, think we know, and need to know about meeting the needs of gifted students with disabilities.
Problem-Solving Processes of High and Average Performers in Physics
Authors: Coleman Elaine B. , Shore Bruce
Published: November 2015

This study examined cognitive processing differences reported between experts and novices in physics, in order to compare corresponding processes in high and average school achievers. It explored the possibility that the cognitive processes of the high achiever more closely resemble those of experts. Subjects were 12 boys and 9 girls from a grade eleven enriched physics course, divided into groups of high and average achievement. Two graduate students in physics and a high school physics teacher served as experts. All were asked to think aloud while solving five physics problems. The protocols were transcribed and segmented into clauses. Each clause was categorized as a metacognitive, planning, or content statement. Further analysis of the content statements indicated whether they were based on given or prior knowledge. Experts and high performers made more correct metastatements and more references to prior knowledge than the average performers, indicating similarities between high performance at the high school level and expertise in physics.
A Comparison of How Gifted/LD and Average/LD Boys Cope with School Frustration
Authors: Coleman Mary Ruth
Published: November 2015

Gifted/LD and Average/LD middle school boys in grades six through nine were compared on the ways they cope with difficult school situations. Both groups completed the Coping Resources Inventory (CRI). The students were then interviewed individually and asked to share how they handled the situations presented in four scenarios. The scenarios depicted difficult school situations which learning disabled students often face. The situations included difficulty with testing even when the information is “known,” inability to organize oneself, slow reading rate, and problems with handwriting. Students were also asked to rate their success in handling these situations. The interviews were taped and transcribed, the responses were then coded. Profile Analysis was used to analyze the CRI data, a MANOVA was used to compare coping strategies, and Chi Square to compare how they felt they handled the scenarios. No differences were found on the CRI. Significant differences were found in the actual strategies the groups reported using to cope with school difficulties. The gifted/LD students reported significantly more Planful Problem Solving, while the average/LD group reported more Distancing, Escape Avoidance behaviors, and Helplessness. There were no differences in the groups' reported feelings of success in coping. Recommendations were made for the direct teaching of Coping Strategies, Parental Involvement and Counseling Programs.
Do Gifted Females Attribute Their Math Performance Differently than other Students?
Authors: Cramer Jack , Oshima Takako C.
Published: November 2015

Although gender differences in mathematics performance have been investigated in numerous studies, virtually no research exists which examines gifted females' causal attributions for mathematics performance. This study examined whether gifted female students demonstrated unique causal attributions for success and failure in math performance which could be deemed as counterproductive and whether a pattern of causal attributions would differentiate gifted female students from gifted male students and from nongifted male and female students in grades 3, 6, and 9. Gifted females evidenced self-defeating causal attributions for math performance relative to gifted males in the ninth grade only for six of the eight dependent variables. For the nongifted subjects, significant sex differences were not as pronounced as those for the gifted subjects. It was concluded that there was a need for developing appropriate intervention strategies for gifted females to remediate self-defeating causal attributions for math performance in the junior high school years.
Field Dependence/Independence and the Identification of Gifted Students
Authors: Young E. Rosa , Fouts Jeffrey T.
Published: November 2015

This study examined the field-dependent/independent cognitive style of three samples of second and third graders: a) those selected for gifted services; b) those nominated for services but not selected; and c) those not nominated for gifted services. In addition, the relationship between field dependence/independence and achievement and ability test scores was also explored. The results of this study indicated that a field-independent (analytical) cognitive style enhanced the prospect of being selected for gifted services, and that bias against field-dependent (global) cognitive style students may exist in certain selection procedures which rely on traditional assessment procedures and measures.
Factors That Impact Transitions between a Regular-Educational Program and a Gifted Program: The Perceptions of Four African-American Males
Authors: Slanina Anne M.
Published: November 2015

Several programmatic strategies for gifted students involve removal from the regular classroom in order to attend special schools, resource rooms, or enrichment classes. The focus of this study was on factors that influenced transitions between a regular-educational program and a gifted program, based on the perceptions of four African-American males. Using a case-study approach, qualitative data from students, parents, and teachers were collected and analyzed. Critical factors that contributed to the students' ability to adapt to the transitions were the perception of a strong family unit; development of goals for the future; socialization factors, which included student personality and peer influences; the perceived benefits of their participation in the gifted program; discrepancies between identification and placement; and a discrepancy in the manner in which material was presented in the various programs.
Self-Perceptions of Low- and High-Ability Adolescents in a Caribbean Context
Authors: Delcourt Marcia A. B. , Lyn Heather D. , Rejskind F. Gillian
Published: November 2015

This study investigated the self-perceptions of low- and high-ability adolescents in a rural community of Jamaica, West Indies. The participants were 95 low-ability and 100 high-ability students who were rigidly tracked into two separate schools. The survey, How I See Myself and Feel About Myself, was specifically designed for this investigation because a review of instruments revealed that the content of previously published surveys was not compatible with the Jamaican culture. Student responses from the developed survey were compared to the subscales of Harter's Self-Perception Profile for Adolescents (Harter, 1988) and to categories developed by the researchers. The effects of ability level and sex were also considered.
Gifted Latina Women
Authors: Kitano Margie K.
Published: November 2015

This article presents an analysis of factors affecting the life-span achievement of 15 Latina women identified as gifted through a national retrospective study of high-achieving African American, Asian American, Latina, and White women. Content analyses of interview data from participants and “parent” informants were conducted to investigate questions concerning the characteristics these gifted Latina women displayed during their school years; family, community, and school contributions to their achievement; roles played by societal and institutional factors; and strategies employed by the women to reach their high levels of achievement. As children, participants displayed a range of characteristics; and more than half did not evidence their considerable potential through report-card grades. While some families and schools provided strong support of these women's achievements, others communicated ambivalent or low expectations. The majority of participants cited racial or gender bias as a major obstacle during the adult years. They responded to bias and other hardships with a strong determination to succeed. Implications are suggested for recognizing and supporting gifted potential in young Latina women during the school years.
Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry
Authors: Peterson Jean Sunde
Published: November 2015

Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African American, Native American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those reflected in classroom teachers' language in an earlier study. The researcher theorized that value orientations of mainstream teachers, who make referrals for programs after initial screening procedures, preclude their valuing behaviors deemed valuable by nonmainstream individuals and also inhibit behaviors deemed gifted by teachers. Findings suggest that the mode of inquiry can be useful for those who seek new ways to conceptualize giftedness and who seek to explain phenomena, such as the underrepresentation of nonmainstream groups in gifted education.
Flights of Fancy: Academics and Consumer Culture
Authors: Lee Martyn
Published: November 2015

It is worth remarking how many theories of consumer capitalism (of which postmodernism may be one exotic variant) have come to take capitalism at its face value: as a system of circulation, exchange and consumption. In doing so, they manage to reproduce the problem of commodity fetishism: the obscuring of the conditions and relations of production. It is as if the Burger King I consumed while reading Lyotard did not rest on a whole system of capitalized agriculture, transportation systems, food processing plants as well as the service economy of cooking and exchange that takes place in the house of the Burger King itself. (Clarke, 1991: 29)