bluuebunny/crossref_metadata_2025 huggingface dataset:
The Effectiveness of a Self-Instructional Curricular Unit in the Development of Advanced Level Concepts in Astronomy
Authors: Reis Sally M. , Atamian George C. , Renzulli Joseph S.
Published: September 2007

This study investigated the effects of a self-instructional curricular unit on the development of advanced concepts in astronomy. All Talent Pool students and other interested students in grades five through eight were provided with a series of interest development activities in astronomy. Follow-up discussions and interest assessment procedures identified ten students who expressed a desire to pursue further training in this content area. Students were provided with binoculars, telescopes, and a self-instructional unit that would allow them to carry out their work at home during the evening hours. Parent participation and involvement were encouraged. A questionnaire and astronomy skills assessment scale were administered at the beginning and the conclusion of each student's observational and data-gathering activities. Results indicated moderate to considerable amounts of growth in most of the specific skills that were targeted in the self-instructional unit. Increased interest in astronomy was expressed by most of the students and one-half of the group elected to pursue their own advanced level investigations in astronomical research. Parent evaluations were extremely positive, and even those students who did not elect to pursue advanced research expressed favorable attitudes about the experience including increased self-confidence, and the development of positive study skills.
Facilitator of Learning: A Micro-Ethnographic Study of the Teacher of the Gifted
Authors: Story Carol M.
Published: September 2007

This study uses an ethnographic design to discover the patterns of behavior in selected teachers of the gifted as they guided children's independent studies. The research developed in two major phases; phase one suggested hypotheses and properties which were revised, tested, and verified in the second phase. A theoretical model of the roles of the teacher of the gifted is presented and possible applications of the research are suggested.
Gifted Children and Other Siblings
Authors: Evan Grenier Marcella
Published: September 2007

This study examined sibling relationships within families where only one of two children had been labeled gifted. Twenty-seven pairs of labeled/unlabeled siblings completed a forced-choice questionnaire investigating the sibling relationship. Responses were analyzed according to label, sex, sibling position, and age gap.

The area of competition was perceived differently by labeled and unlabeled siblings. Competition appeared to be beneficial to the self-image of labeled children, encouraging cooperation and communication. For unlabeled children competition had negative effects inhibiting cooperation and damaging the sibling relationship.

Both labeled and unlabeled siblings perceived more friction if the gifted child was the oldest.
The Relationship Between Learning Style Preference and Personality Variables: An Exploratory Investigation with Gifted Students
Authors: Karnes Frances A. , McCallum R. Steve , Oehler Judy J.
Published: September 2007

The relationship between the Children's Personality Questionnaire (CPQ) and the Your Style of Learning and Thinking (SOLAT) was examined for 94 intellectually gifted students aged 9 to 14 years. Groups formed based on SOLAT scores were: (a) Right, (b) Left, (c) Integrated, and (d) Mixed. Discriminant functions derived from all CPQ factors yielded three functions. One discriminant function which can be described as an action dimension was significant. A classification analysis yielded 61.7% correct classification. These results indicate that there is a relationship between personality variables and preference for a particular style of information processing.
Giftedness and Reading: A Cross-Sectional View of Differences in Reading Attitudes and Behaviors
Authors: Anderson Margaret A. , Tollefson Nona A. , Gilbert Edwyna C.
Published: September 2007

This study investigated the attitude toward reading and the self-reported reading behaviors of 276 gifted students in grades 1 through 12. Females had more positive attitudes toward reading and reported that reading was a hobby more frequently than males. Primary students had more positive attitudes toward reading than did senior high students. Primary students reported reading more books per month than intermediate level, junior high school, and senior high school students. Senior high school students reported reading the least number of books per month.
Brave New Directions: Needed Research on the Labeling of Gifted Children
Authors: Robinson Ann
Published: September 2007

Labeling children "gifted" is a complex process whose impact ripples throughout the relationships and school careers of high potential students, at the very least. The author looks critically at previous research on this topic and makes some interesting suggestions for future efforts.
Research on Creativity
Authors: Treffinger Donald J.
Published: September 2007

What is the relationship of creativity to gifted behavior? The author raises key questions relative to previous research in the field. He builds and defends a model for weaving creativity into the fabric of exceptional performance in any arena of endeavor.
Protocol Analysis: A Methodology for Exploring the Information Processing of Gifted Students
Authors: Anderson Margaret A.
Published: September 2007

Paper-and-pencil tests yield little information relative to thinking strategies used by gifted students to solve problems. Protocal analysis, argues the author, provides a "window" into the mental operations used by gifted learners. The method is described, and results of recent work highlighted. Implications for additional research are discussed.
Asking The Right Questions: The Central Issue In Evaluating Programs For The Gifted and Talented
Authors: Callahan Carolyn M.
Published: September 2007

What is an appropriate focus for gifted program evaluation? How can we justify focusing program evaluations on questions connected to improving the program rather than judging its success? The author suggests and justifies criteria for framing evaluation questions.
A Proposed Federal Role: Education of Gifted Children
Authors: Gallagher James J.
Published: September 2007

Should the federal government work actively to improve education for gifted and talented children? If so, what type and degree of involvement is appropriate? The author describes and defends a five component catalytic program designed to support and enhance education for the gifted and talented.
Being Labeled Gifted or Talented: Meanings and Effects Perceived by Students in Special Programs
Authors: Guskin Samuel L. , Okolo Cynthia , Zimmerman Enid , Peng Chao-Ying Joanne
Published: September 2007

Questionnaires were administered to 295 students in summer programs for 9-15 year old academically gifted and artistically talented students, asking for their conceptions of giftedness and talent and their perceptions of the causes and consequences of being so identified. Findings suggested that their stereotypes regarding gifted and talented students were highly positive. These students reported that giftedness can be attained by hard work, that they are not very different from others, and that others treat them well. A minority reported negative reactions from peers.
Understanding a Lack of Motivation to Excel
Authors: Whitmore Joanne Rand
Published: September 2007

Giftedness has often been equated with being academically talented or being a high achiever in in school. Now there is growing concern about those gifted students who could be described as unmotivated and underachieving in one or many academic areas. Parents and teachers who have observed the exceptional potential of these youngsters become intensely frustrated in efforts to increase the students' achievement, motivation and self-discipline. The purposes of this article are to help parents and teachers in understanding the nature and causes of underachievement, and to show them how to work more effectively with underachieving gifted students. The information and guidelines provided will be helpfulin preventing as well as reversing student patterns of attitude and behavior.
Lessons From the History of Teacher Inservice in Illinois: Effective Staff Development in the Education of Gifted Students
Authors: VanTassel-Baska Joyce
Published: September 2007

The presence of a long term staff development mechanism such as the Area Service Centers in Illinois provides several key lessons regarding the effective utilization of inservice opportunities within a statewide network. The patterns of effectiveness cited in this article have evolved out of a relatively long and rich history of service provision in gifted education. Instructive lessons for gifted education inservice which are featured in this report include attention to real needs, well-planned developmental models, training efforts targeted toward specific outcomes for specific groups, opportunity for followup observation and monitoring, and techniques by which educators can continue personal staff development and renewal.
Stages of Entry for Target Groups Participating in Gifted Program Inservice and Staff Development
Authors: Wood Sue , Leadbeater Patricia
Published: September 2007

Some participants in gifted program ISD require only minimal awareness level participation, while others will need to begin at an awareness stage and progress to higher levels of understanding. When pertinent stages of entry level are specified for particular target groups, appropriate inservice and staff development involvement is more likely to occur. Seven stages of staff development are described, with entry and continuation levels designated for target groups involved in gifted programs.
Characteristics and Needs of Adult Learners in Gifted Program Inservice and Staff Development
Authors: Dettmer Peggy
Published: September 2007

The adult learner in inservice and staff development (ISD) for gifted programs requires a learning environment based upon several assumptions of adult education. Adult learners tend to be self-directed with an accumulated wealth of experiences. They have a need for immediate application of learning, and they vaiue problem-centered activities. Participants in gifted program ISD are served best in a collaborative atmosphere where they are involved in self-assessment of needs, mutual goal-planning, use of materials and facilities appropriate for adults, and self-evaluation of learning with supportive feedback and followup.
Developing Scope and Sequence in Curriculum
Authors: Maker C. June
Published: September 2007

The purposes of this article are to (a) describe the elements needed in a curriculum scope and sequence for a program for gifted students, (b) suggest a general process for developing a scope and sequence, and (c) present some examples of different curriculum frameworks. In addition, the author describes assumptions underlying the ideas presented, a rationale for developing a curriculum framework, differences be- tween these frameworks and those developed in other deucational settings, and recommendations for de- veloping a curriculum scope and sequence that fits the needs of a barticular setting.
Curriculum for the Gifted and Talented at the Secondary Level
Authors: Passow A. Harry
Published: September 2007

Curriculum for the gifted and talented at the secondary level involves more than deciding whether to acceterate or enrich, to group or not, to offer an honors program or an advanced seminar, or to offer advanced placement courses. Rather, it consists of the total learning environment and encompasses the general education, specialized education, co-curricular, and education in non-school settings, together with the climate which is created in the school and classroom for pursuit of excellence. Curriculum planning begins with a clear concept of program goals and objectives. It consists of a number of decisions about content, scope, sequence, integration, articulation and balance, as well as about resource use, time, space, and organization.
Metacognition, Intelligence and Giftedness
Authors: Shore Bruce M. , Dover Arlene C.
Published: September 2007

The contribution of metacognition to the better understanding of giftedness is explored in the context of the "triarchic" theory of intelligence and its subtheory of insight proposed by Sternberg and his colleagues at Yale University, and in relation to research into the interaction between availability and flexibility of cognitive style on one hand, and metacognitive knowledge and skill on the other. Support is offered for the importance of interactions among the elements (meta-components, performance components, and knowledge-acquisition components) of the triarchic theory to better explain giftedness. Finally, rather than regarding a theory of giftedness to be a subtheory of one of intelligence, might there be merit in considering the opposite order?
A Fifty-Year Follow-up of Terman's Youngest College Students and IQ-Matched Agemates
Authors: Janos Paul M.
Published: September 2007

The 19 youngest college students in Terman's classic longitudinal study were compared with others of the same approximate age and IQ on academic and career progress and psychosocial adjustment. The young college students earned higher grades, more academic honors, and participated in more extracurrcular activities. They graduated and entered the professions earlier, and were, in 1940, more often rated as "high achievers," although this qualitative difference had disappeared by 1960. No differences in psychosocial adjustment were discovered.
Family Environment and Personality Adjustment In Gifted Program Children
Authors: Cornell Dewey G. , Grossberg Ingrid W.
Published: September 2007

While many studies have investigated family characteristics that distinguish children with gifted-level abili- ties from other children, less attention has been given to family characteristics that are associated with personality adjustment within the gifted- level poupulation. This study addresses the question of which aspects of the family environmentare are significantly correlated with healthy personality adjustment among a group of children already identified as gifted. Each of the 10 scales contained in the widely used Family Environment Scales (Moos & Moos, 1981) was correlated with personality adjustment scores of 83 children, ages 7 to 11, who were attending either a public or private school gifted program. Personality adjustment was assessed by parent, child, and teacher report measures. Findings suggest that mutually supportive and open family relationships are more important to the child's self- esteem and overall adjustment that are specific family activities or value orientations.
Reactions to Failure and Success Among Gifted, Average, and EMR Students
Authors: Bogie Cheryl E. , Buckhalt Joseph A.
Published: September 2007

This investigation was designed to examine the reactions of gifted students, and to a lesser extent, those of average and EMR students, to success and failure in the school setting. Attributions, persistence of effort following a failure, willingness to attempt a task following failure, as well as future expectations for success were explored. Students were assessed in two conditions in which success and failure were manipulated. Results indicated that gifted students did not credit success to ability as predicted, but instead to a low level of task difficulty. The expectations of gifted students were very high initially, but considereably lower following a failure, as were those of the average and EMR groups. Gifted students showed more persistence in regard to the difficult task than EMR students and also chose more often to repeat the difficult task.
Labeling Gifted Youngsters: Long-term impact on Families
Authors: Colangelo Nicholas , Brower Penny
Published: September 2007

This stxa r"n"ihe term effects of the "gifted e families in this study had at least one child identified as gifted a minimum of five years prior to the study. The results of the study show that the long-term effects of the gifted label are in part a reverse of the reported immediate effects. Research on immediate effects indicates difficulties for non-labeled siblings. Long-term effects indicate that siblings "came to terms" with the label and did not seem to harbor negative feelings or recollections. While the families reported an overall positive attitude towards the gifted member, it was the gifted member who seemed less certain of the positive feelings of siblings and parents regarding the label.
Counseling Gifted Adolescents: A Curriculum Model for Students, Parents, and Professionals
Authors: Buescher Thomas M.
Published: September 2007

Abstcact Providing appropriate counseling for gifted and talented students requires deliberate effort to increase knowledge about self-development, awareness of social realities, and understanding about the interaction of conflict and intimacy in adolescence. This article presents an overview of a two-tiered curriculum model used to proactively counsel and support the growth of young gifted adolescents. Key developmental issues form the core of the curriculum, while integrated learning strategies are applied to two audiences: gifted adolescents themselves, and their parents, teachers, and counselors. Features of the model, a sample unit design, and suggestions for implementing the curriculum conclude the article.
Intelligence Scores of Gifted Students on the WISC-R
Authors: Brown Scott W. , Yakimowski Mary E.
Published: September 2007

In order to examine the hypothesis that children identified as "gifted" may have different patterns of scores on the WISC-R than children not identified as "gifted", the present study examined the WISC-R scores of three groups of children: those scoring in the average range, those with high IQ's, and those identified as "gifted." Factor analysis conducted on a sample of children identified as "gifted" yielded a four-factor solution accounting for approximately 65% of the total variance: Perceptual Organization, Verbal Comprehension, Acquisition of Knowledge, and Spatial Memory. Analyses of groups of children with average and above average intelligence scores revealed two- and three-factor solutions for the average children, but a pattern similar to the gifted child for the high IQ group. Results suggest that gifted children process information in a qualitatively different manner from average children.
A Three Year Study of The Effects of Low Income on SAT Scores Among the Academically Able
Authors: VanTassel-Baska Joyce , Willis Gordon
Published: September 2007

This study reports on the incidence of economically disadvantaged gifted learners in the midwest and the differential effects of low income on their SAT scores when compared to higher income students. It presents data supporting the conclusion that low income impedes the gifted student from being able to take advantage of special programs outside of his or her school district and negatively affects test scores even in the upper ranges of ability. Ideas for combating the differential scoring pattern of low income students are discussed along with implications for school district and state policy development.
Bringing Out Head Start Talents: Findings From the Field
Authors: Karnes Merle B. , Johnson Lawrence J.
Published: September 2007

The purpose of this project was to address the need for identifying and providing programming for potentially gifted Head Start children. Four hundred forty-six Head Start children, 32 teachers, and 32 teacher aides participated in the field-testing and were divided into intervention and comparison groups. The comparison group was made up of 212 children, 20 teachers, and 20 teacher aides, and the intervention group included 234 children, 12 teachers, and 12 teacher aides. All children in both groups received programming to enhance divergent, convergent, and evaluative thinking skills. Children with special gifts and talents in both groups were identified and those in the intervention group received programming in their talent area. Results indicated that both indentified and non-identified potentially gifted children in the intervention group made significant gains over the comparison group in cognitive and creative functioning. In addition, attitudes of teachers in the intervention group toward their classes became significantly more positive than attitudes of teachers in the comparison group.
I'm Black But Look At Me, I Am Also Gifted
Authors: Baldwin Alexinia Y.
Published: September 2007

The lack of representation of black gifted children in educational programs for the gifted is a cause for great concem. Historical precedents and lack of empirical data on appropriate identification processes and educational planning techniques have been noted as part of the reason for the lack. A discussion of research data to date indicates that observation techniques, community involvement, and peer, parent, and teacher nominations are viable techniques to use in identifying the black gifted child. The data also show that leadership skills, creativity, and mental processing abilities, are good indicators of giftedness among the black students. Identification, curriculum, the instructional environment (teacher, setting, strategies), and evaluation are discussed as important aspects of a total plan for the black gifted child. Alternatives for program planning are recommended.
Precocious Reading Ability: What Does It Mean?1
Authors: Jackson Nancy Ewald
Published: September 2007

The results of studies of precocious reading ability are reviewed, and the implications of these results for parents, teachers, and educational policy makers are discussed. Precocious reading ability is a complex skill, and levels of specific subskills vary widely among individuals. Although precocious reading ability is moderately associated with general intelligence, some highly .intelligent children do not read early and some precocious readers are of average or subnormal intelligence. Although parents should not expect to be able to teach their infants to read, they may encourage the early development of reading through natural and mutually enjoyable activities.
Students' Perceptions of Ability
Authors: Chapman James W. , McAlpine Donald D.
Published: September 2007

The present study investigated ability perceptions of 29 intellectually gifted students in the mainstream and 71 average achievers. The Perception of Ability Scale for Students (PASS: formerly the Student's Perception of Ability Scale) was used to assess ability perceptions on three occasions over two years. The results indicated that gifted students held significantly higher ability perceptions in all areas tapped by the PASS except School Satisfaction and Penmanship/Neatness. In general, perceptions of ability were stable for both groups across the two years, although a decline in school satisfaction was noted for both groups. The results suggest that ability perceptions become stable as patterns of performance become stable.
Profiles of the Gifted and Talented
Authors: Betts George T. , Neihart Maureen
Published: September 2007

After several years of observations, interviews, and reviews of literature, the authors have developed six profiles of gifted and talented children and youth. These profiles help educators and parents to look closely at the feelings, behaviors, and needs of the gifted and talented. Also, tips on identification of each profile are included as well as information on facilitating the gifted and talented in the school and home.
Emotional Adjustment of Gifted Children
Authors: Gallucci Nicholas T.
Published: September 2007

The personality functioning of 90 children with intelligence quotients greater than 135 was examined with the Child Behavior Checklist(CBCL) and the Child Behavior Checklist-Teacher's Reobrt Form (CBCL-TRF). Results for the CBCL and the CBCL-TRF demonstrated that the incidence of psychopathology in this sample was comparable to that in the normative population. Only 9% of the sample were rated as having clinical levels of psychopathology. Children with intelligence quotients greater than 150 were shown to have no greater levels of psychopathology than those with intelligence quotients between 136 and 140.
The Multiple Menu Model for Developing Differentiated Curriculum for the Gifted and Talented
Authors: Renzulli Joseph S.
Published: September 2007

The history of curriculum development for the gifted has witnessed a seesaw effect rather than an appropriate balance between authentic knowledge (content) and instructional techniques (process). The Multiple Menu Model is a practical set of planning guides that can assist curriculum developers in combining content with instructional strategies. Menus are provided in the areas of Knowledge, Instructional Objectives and Student Activities, Instructional Strategies, Instructional Sequences, and Artistic Modification. Each of the five planning menus is designed to provide specific forms of guidance for the construction of curricular material that is consistent with generally agreed upon goals of gifted education. A lesson planning guide is designed to synthesize and insure representation of the content and process selected from the respective menus.
Do Teachers Favor High Achievers?
Authors: Leder Gilah C.
Published: September 2007

Teacher interactions during mathematics lessons with high achieving and other students were examined in this study. At the grade 7 level teachers interacted less frequendy and for less time with the best students. The data for the grade 10 sample were more complex. Teachers again spent less time interacting with the best students but called on them more frequently for certain interactions. Greater teacher attention given to high achieving boys compared with high achieving girls, reported in earlier research, was not replicated in this study.
High Ability/Learning Disabled Students: How Are They Different?
Authors: Baum Susan , Owen Steven V.
Published: September 2007

The purpose of the research was to investigate what characteristics distinguish High Ability/LD students from learning disabled students with average cognitive ability and from high ability students. One hundred-twelve high ability or learning disabled students in grades four through six participated in the study: High Ability, High Ability/LD, and LD/Average. A variety of instruments was used to assess and compare cognitive and motivational patterns in the three groups. Discriminant analyses indicated that the three groups are distinguishable. As might be expected, the greatest group difference existed between high ability nondisabled students and both learning disabled populations. A second discriminant function provided information about differences between the two learning disabled populations.
State Associations for Gifted/Talented Education
Authors: Roderick Juanita
Published: September 2007

With continued national emphasis on excellence in education, an increasing number of new parent/educator advocacy associations for gifted and talented education have been formed. A national survey was conducted to determine membership status, dues, and staffing patterns of state associations for the gifted and to gather information about services and programs available for gifted children, their parents, and teachers. Membership ranges between 50 and 6,000 and consists mostly of parents and educators togefher. With the exception of 10 states, the G/T advocacy groups are organized, led, and managed by volunteers. Most associations publish a quarterly newsletter, and several associations distribute print material for parents on the nature and needs of gifted children and provide in-service for new and experienced teachers of the gifted. Each state association holds an annual state-wide conference with keynote speakers and numerous break-out sessions. Annual awards in various categories are presented at the conferences.
Gifted Children's Responses to a Cognitive Stressor
Authors: Wooding G. Scott , Bingham Ronald D.
Published: September 2007

The purpose of this study was to investigate the differences in physiological responses to an induced cognitive stressor when comparing intellectually gifted children with nongifted children. After the administration of a color-discrimination stressor, the skin temperature change for 30 intellectually gifted junior high school students was compared to that of 30 nongifted students. The temperature change of the gifted sample was significantly less than that of the nongifted group, and the recovery time of the gifted group was considerably faster. The findings indicate that gifted children may be less prone to react to cognitive stressors and recover more rapidly than nongifted children.
The Effectiveness of the Schoolwide Enrichment Model on Selected Aspects of Elementary School Change
Authors: Olenchak F. Richard , Renzulli Joseph S.
Published: September 2007

This study examined the effectiveness of a year long application of the Schoolwide Enrichment Model in eleven schools. Subjects consisted of 1,698 elementary grade students, 236 teachers, 120 parents, and 10 principals. Data analysis revealed positive changes in student and teacher attitudes. Student creative products were numerous and exceeded the norm of typical student creative output. Most notable among qualitative data analysis were: remarkably favorable changes in attitudes toward education of the gifted on the part of classroom teachers and the general student population, large increases in student centered enrichment activities and work on self-selected interests, greater cooperation between classroom teachers and gifted education specialists, and more favorable attitudes toward special programming on the part of parents.
Peer Nominations as a Psychometric Instrument: Many Questions Asked But Few Answered
Authors: Gagne Françoys
Published: September 2007

Peer nomination forms (PNFs) are growing in popularity as a screening technique for giftedness. This technique has been judged very favorably by experts in the field. Unfortunately, the research on which these judgments are based is fraught with important methodological weaknesses. A critical analysis of the 13 validation studies of PNFs is presented to justify this assertion. Since PNF's offer advantages that make them a potentially worthy technique, a 4-step blueprint for research on their psychometric qualities is also described: 1) developing a taxonomy of abilities or talents to be assessed by peers, 2) drafting experimental PNFs, 3) evaluating their reliabilities, especially interjudge agreement, 4) conducting rigorous validity studies.
Sex Differences on the Structure of Intellect (SOI-LA) Gifted Screening Form
Authors: O'Tuel Frances S.
Published: September 2007

Resulfs from scores on the Structure of Intellect (SOI-LA) Gifted Screening Form of approximately 300 gifted students in the 4th, 7th, and 10th grade showed significant differences by sex on five variables and by grade on each of the ten subtests. Boys scored significantly higher on CFU (visual closure) and CMU (vocabulary) Girls scored significantly higher on NSI (analysis), DMU (verbal-creative) and CMS (extended verbal systems) Implications of these findings and cautions about the use of the SOI because of its limited reliability and validity are discussed.
An Examination of the Selection Practices Used in the Talent Search Program
Authors: Ebmeier Howard , Schmulbach Sandra
Published: September 2007

Using data from the Illinois Talent Search Program, this study examines the relationships between scores on several commonly used standardized achievement tests and subsequent performance on the Scholastic Aptitude Test. In addition, the dual criteria testing process is analyzed for possible sex and racial effects. Results suggest that the achievement tests are not equivalent. Guidelines are offered for setting appropriate cutoff scores.
What Are They Thinking When We're Teaching Critical Thinking?
Authors: Udall Anne J. , High Mari Helen
Published: September 2007

The teaching of critical thinking is an important part of gifted program curricula. This descriptive study address es the issue of the effectiveness of such teaching by comparing student perceptions of a lesson on critical thinking with teachers' stated objectives. The students' perceptions were compared to their teachers' stated objective obtained in separate interviews. Teacher and student responses were stimulated by videotapes of the lessons. The findings indicate that gifted students are able to identify the teacher's intentions and to articulate their own mental processes as they work through a thinking procedure in a lesson.
Book Reviews: McLeod, J., & Cropley, A. (1989). Fostering Academic Excellence. New York: Pergamon Press, hard cover $45.00, paperback $22.50, 289 pp
Authors: Brody Linda
Published: September 2007

Cox, J., Daniel, N., & Boston, B.O. (1985). Educating able learners: Programs and promising practices. Austin, TX: University of Texas Press.
Darwin and Teacher: An Analysis of the Mentorship Between Charles Darwin and Professor John Henslow
Authors: McGreevy Ann
Published: September 2007

This paper examines the extraordinary mentorship that developed between Charles Darwin and his teacher, John Stevens Henslow of Cambridge University. It reflects upon the application of this relationship to gifted education. The discussion centers on the teaching and learning styles of Darwin and Henslow, the role of interests and of time spent together, the friendship which Henslow offered Darwin (particularly during the Beagle voyage), and the character traits of Henslow as mentor.
Teacher Evaluations of Case Descriptions of LD Gifted Children
Authors: Minner Sam
Published: September 2007

One hundred ninety-seven teachers of gifted children read a descriptive vignette of a hypothetical gifted student. Vignettes described a hypothetical gifted student labeled either learning disabled or nonhandicapped and from a low, middle, or high socioeconomic status background. Subjects rated their willingness to refer the described student for possible placement in a gifted program after reading the description. Results indicated that teachers of gifted children were significantly influenced by the presence of the educational label LD and the social class of the student.
Sources of Giftedness in Nature and Nurture: Historical Origins of Enduring Controversies
Authors: Grinder Robert E.
Published: September 2007

Theories of evolution inspired nineteenth-century scientists to investigate the effects of physical and mental traits upon heredity. The controversies that arose are divisible into two consecutive periods. The "onset" period , which spans the years of the late nineteenth century, centers on the contributions of Charles Darwin, FrancesGalton, and Karl Pearson. During this time, the promise of selective breeding led to the founding of the eugenics movement. The "flowering" period, which en compasses the early years of the twentieth century, deals mainly with Lewis M. Terman's attempts to resolve nature-nurture disputes associated with intellect and gift edness. The commentary covers events that led to the 1928 yearbook, Nature and Nurture. Their influence on intelligence. It also reviews probable bases for rapprochement among contemporary proponents who argue for the primacy of nature and those who call for emphasis on nurture.
Relationships between Scores of Gifted Students on Stanford-Binet IV and the SRA Educational Ability Series
Authors: Carvajal Howard , McKnab Paul
Published: September 2007

The purpose of this study was to determine the viability of the use of group ability scores to screen gifted students. Fifty gifted students (22 boys, 28 girls) were tested with the gifted identification battery from Stanford-Binet IV and the SRA Educational Ability Series (EAS). Several Pearson product-moment correlations, corrected for restriction of range, were statistically significant and appear to be sufficiently high for the EAS to serve adequately as a screening test. The discrepancies between the standard scores of the two tests were low and favored the EAS.
Essential Steps in Screening and Identifying Preschool Gifted Children
Authors: Burns Jeanne M. , Mathews F. Neil , Mason Aeneid
Published: September 2007

This article describes a practical screening and evaluation process which identifies a unique group of academically/intellectually superior children—pre— schoolers—in need of placement in a publicly funded gifted program. Problems faced by one public school system and steps developed for the school system to resolve the problems when attempting to screen/identify gifted 3- to 5-year-olds are presented. The process described has been in operation for five years and involves screening (i.e., education of the public, general screening, and individualized screening) and formal evaluation (i.e., comprehensive evaluation and evaluation report).
Identification and Description of Mathematically Gifted Students: A Review of Empirical Research
Authors: Sowell Evelyn J. , Zeigler Alice J. , Bergwall Linda , Cartwright Rose M.
Published: September 2007

This paper summarizes and critiques the empirical research of the 1970s and 80s on identification processes and descriptions of mathematically gifted students. Most research centered on precocious students who score well on tests. Largely overlooked are other gifted students with potential in mathematics. We suggest that future research focus on the identification of these students and on the contributions of home environments and spatial abilities, problem-solving strategies, and attributions for success of all G/T students in whatever manner they are defined.
High Ability Students Who are Unpopular With Their Peers
Authors: Cornell Dewey G.
Published: September 2007

Although previous studies have found that high ability students generally enjoy favorable peer status, few studies have investigated those high ability students who are unpopular even with peers of comparable ability. The present study compared unpopular high ability students with average and popular groups on measures of achievement, family social status, and personality adjustment. Results indicate relatively few differences between average and popular students, but unpopular students are distinguished by lower social self-concept and academic self-esteem, as well as by less prestigious paternal occupations. There was no evidence that unpopular students were academically less capable, less mature, or more anxious than their more popular peers.
Postpositivist Inquiry: Implications of the "New Philosophy of Science" for the Field of the Education of the Gifted
Authors: Borland James H.
Published: September 2007

In this paper I sketch the outlines of an emerging postpositivist paradigm for inquiry and research. This new paradigm is the product of recent thinking in philosophy, the natural sciences, and the social sciences—the so-called "new philosophy of science" (Phillips, 1987)— and has been embraced primarily, but not exclusively, by investigators using qualitative methods. Drawing heavily upon the work of Lincoln and Guba (Lincoln & Guba, 1985; Guba & Lincoln, 1989), I delineate the axioms (basic beliefs) underlying this approach and then consider the methodological implications that follow logically from the axioms. Finally, I suggest some applications of postpositivist inquiry in the field of the education of the gifted.
School Reform and Gifted Education - Opportunities and Issues
Authors: Treffinger Donald J.
Published: September 2007

These are times of great dynamism and change throughout education, and many of the forces influencing educators today will also have strong impact on gifted education. Restructuring, school improvement, learning styles, thinking skills, "at risk," cooperative learning, and other issues being discussed throughout education can contribute to strengthening and improving gifted education. Equally important, gifted education can, and should, also bring important issues and lessons to all educators, and make many "school reform" and school improvement efforts more powerful. We need to be the strong voice that reminds all educators of the importance of challenging and nurturing the best potentials of all learners, so that minimum competencies will not become maximum competencies. Without active dialogue and two-way communication between gifted education and other school change and improvement efforts, both will suffer.
Gifted Education in the Balance: Building Relationships With General Education
Authors: VanTassel-Baska Joyce
Published: September 2007

This article focuses on the relationship of gifted education to both special education and general education and traces the growing importance for gifted education of establishing linkages to general education and various aspects of the reform movement. The author advocates careful consideration by the field of the curriculum reform enterprise and suggests natural connections through the emphasis on mathematics, science, and technology; the emphasis on international education; the movement to infuse thinking skills into the curriculum; and the measurement-driven instructional focus. Moreover, the article considers recent research on teaching and learning and draws implications for practice by educators of the gifted. The effective schools literature and practice are also discussed in light of their effect on education for gifted learners. The author advocates a closer working relationship with general educators in order to address the major needs of the field in the areas of curriculum, instruction, and evaluation.
The Reform Movement and the Quiet Crisis in Gifted Education
Authors: Renzulli Joseph S. , Reis Sally M.
Published: September 2007

The reform movement in education appears to focus on the ways in which schools are organized and managed rather than on the interaction that takes place among teachers, students, and the material to be learned. In the process of designing reform to encourage our most promising students and also to meet the needs of at-risk students, we need to examine the types of changes currently being advocated. An examination of the various reform efforts and the effect that they are having on gifted education is provided in this article. Rather than allowing all reform movements to affect our students without our consent (especially those that call for the elimination of grouping), we need to address the impact of gifted education programs and practices and how they might influence the reform effort. We must also be concerned with continued advocacy for gifted programming, creating and maintaining exemplary programs and practices that can serve as models of what can be accomplished for high ability students. Simply to allow high ability students to be placed in classrooms in which no provisions will be made for their special needs is an enormous step backwards for our field. To lose our quest for excellence in the current move to guarantee equity will undoubtedly result in a disappointing, if not disastrous, education for our most potentially able children.
Graduate Degree Programs and Resource Centers in Gifted Education: An Update and Analysis
Authors: Parker Jeanette P. , Karnes Frances A.
Published: September 2007

National surveys conducted in 1984 and 1987 identified institutions offering graduate degree programs in gifted and talented education and gifted education centers operated in conjunction with such programs. Requests from a variety of sources have indicated a need for regular updating of this information. A recent study identified 127 colleges and universities in the United States and 8 institutions in Canada that offer graduate degree programs in gifted education. These programs were listed in a directory published by the National Association for Gifted Children; the current article offers additional data on the programs and on the gifted education centers operated by 25 of the reporting institutions.
The National Research Center on the Gifted and Talented: The Dream, the Design, and the Destination
Authors: Renzulli Joseph S.
Published: September 2007

This article provides an overview of the National Research Center on the Gifted and Talented. A discussion of assumptions underlying the Center and some of the problems that have been encountered in past research efforts serve as a rationale for the structure and mission of this new organization. Each of the component parts of the Center is described along with how the interacting components will attempt to provide the field with a sound research base that is responsive to the needs and interests of practitioners and that will lead to the development of a variety of consumer-oriented products. Special emphasis is given to procedures that are used to focus research efforts on populations that have traditionally been underrepresented in special programs for the gifted and talented. The Center is currently conducting a national research needs assessment study to ensure that studies carried out by the Center will be responsive to the perceived needs of practitioners. Information concerning the first year research studies from each of the participating universities is provided.
Meta-Analyses and Review of Research on Pull-Out Programs in Gifted Education
Authors: Vaughn Vicki L. , Feldhusen John F. , Asher J. William
Published: September 2007

The purpose of this research was to evaluate the effectiveness of pull-out programs in gifted education. Nine experimental studies were located that dealt with pull-out programs for gifted students. The variables of self-concept, achievement, critical thinking, and creativity were quantified via meta-analysis. The results indicate that pull-out models in gifted education have significant positive effects for the variables of achievement, critical thinking, and creativity. However, gifted students' self-concepts were not affected by the pull-out programs.
A Comparison of Intellectually Superior Preschool Accelerated Readers and Nonreaders: Four Years Later
Authors: Burns Jeanne M. , Collins Martha D. , Paulsell J. Christine
Published: September 2007

This study examined the reading/written language abilities of a group of intellectually superior eight- and nine-year-old students who had been identified as Accelerated Readers and Nonreaders at the age of four years. All subjects had previously participated in a study that examined specific factors in a supportive home environment related to the early development of accelerated reading abilities. During the origmaistudy, all Accelerated Readers read at a mid-first- to fifth-grade level; verbally produced vowel and consonant sounds when shown corresponding letters, and performed well when involved in inventive spelling activities. Nonreaders read no words and exhibited limited knowledge of letter-sound correspondences. When retested at the age of eight and nine years, the Accelerated Readers scored significantly higher than the Nonreaders on subtests measuring word attack and dictation: However, no significant differences were found on subtests measuring word recognition or comprehension. A review of school-based data indicated that the majority of the subjects in the two groups had been provided the same type of basal reading instruction upon entry into elementary school despite significant differences in their reading capabilities at the age of four years.
Teacher Certification and Endorsement in Gifted Education: Past, Present, and Future
Authors: Karnes Frances A. , Whorton James E.
Published: September 2007

State department of education directors of gifted education were surveyed in order to determirie the current status of certification/endorsement requirements in the United States. Responses from each of the 50 slates are included in this paper. Fewer than half of the states have requirements specific to gifted education for certification/endorsement. Those criteria that do exist are reported and dispiayed graphically, and a discussion of the importance of and need for certification/endorsement and periodic review is presented.