bluuebunny/crossref_metadata_2025 huggingface dataset:
Anamorphic zoom system based on liquid crystal displays
Authors: Iemmi Claudio , Campos Juan
Published: June 2009

In this work we present an anamorphic zoom system, based on liquid crystal displays, which allows changing the magnification and distortion of an image very quickly, without mechanical parts and keeping the output plane stationary. The anamorphic lenses that make up the optical processor are obtained by displaying a combination of convergent-divergent cylindrical lenses, with arbitrary orientations, onto the spatial light modulators. In order to illustrate the capabilities of the system, some experimental results are shown.
Self–imaging effect in multimode waveguides with longitudinal periodicity
Authors: Helfert Stefan F. , Huneke Birgit , Jahns Jürgen
Published: June 2009

This paper deals with the self-imaging effect in multimode waveguides. Analogies and differences to the free-space case are shown. The fields in multimode waveguides are studied. Particularly, the behavior of the fields is examined, when a periodic perturbation is introduced.
Heterocyclic-2-carboxylic Acid (3-Cyano-1,4-di-N-oxidequinoxalin-2-yl)amide Derivatives as Hits for the Development of Neglected Disease Drugs
Authors: Ancizu Saioa , Moreno Elsa , Torres Enrique , Burguete Asunción , Pérez-Silanes Silvia , Benítez Diego , Villar Raquel , Solano Beatriz , Marín Adoración , Aldana Ignacio , Cerecetto Hugo , González Mercedes , Monge Antonio
Published: June 2009

Neglected diseases represent a major health problem. It is estimated that one third of the world population is infected with tuberculosis (TB). Besides TB, Chagas disease, affects approximately 20 million people. Quinoxalines display great activities against TB and Chagas. Forty new quinoxaline 1,4-di-N-oxide derivatives have been prepared and tested against M. tuberculosis and T. cruzi. Carboxylic acid quinoxaline 1,4-di-N-oxides (CAQDOs) 5 and 17 showed MIC values on the same order as the reference antituberculosis drug, rifampicin. Meanwhile, CAQDOs 12 and 22 presented IC50 values in the same order as the anti-chagasic drug, nifurtimox.
Phylogenetic diversification of Equisetum (Equisetales) as inferred from Lower Cretaceous species of British Columbia, Canada
Authors: Stanich Nicholas A. , Rothwell Gar W. , Stockey Ruth A.
Published: June 2009

Three types of anatomically preserved vegetative shoots with features that characterize crown group Equisetum have been discovered in Lower Cretaceous deposits (≈136 Ma) of British Columbia, Canada, suggesting the genus is much older than currently believed. Specimens include two types of aerial shoots described as E. haukeanum sp. nov. and E. vancouverense sp. nov. and one type of subterranean rhizome. Shoots are 1–2 mm in diameter, jointed, and in cross section have fluted stems with a hollow pith. Distinctive patterns of cortical sclerenchyma and different ridge morphologies characterize each shoot morphotype. Nodes display irregular branching, highly fused leaf sheaths, and a nodal diaphragm. The aerial stem morphospecies have vallecular canals on alternating radii with carinal canals of an equisetostele surrounded by only a few tracheids. No secondary tissues are produced. Bands of surficial stomata flank the furrows of one morphospecies. Rhizomes and aerial shoots are of a similar size, suggesting that the plants were equivalent in stature to the smallest living Equisetum species. These fossils augment our understanding of evolutionary transformations that led from Paleozoic Archaeocalamitaceae and Calamitaceae to crown group Equisetaceae, suggesting that the initial diversification of Equisetum began far earlier than suggested by molecular‐clock‐based estimates.
Atradidymella muscivora gen. et sp. nov. (Pleosporales) and its anamorph Phoma muscivora sp. nov.: A new pleomorphic pathogen of boreal bryophytes
Authors: Davey Marie L. , Currah Randolph S.
Published: June 2009

During a survey of bryophilous fungi from boreal and montane habitats, 12 isolates of a hitherto unknown plant pathogenic member of the Pleosporales were recovered from Aulacomnium palustre, Hylocomium splendens, and Polytrichum juniperinum, and described as Atradidymella muscivora gen. et sp. nov. Atradidymella is characterized by minute, unilocular, setose pseudothecia having 2–3 wall layers; brown, fusiform, 1‐septate ascospores; and a Phoma anamorph. The genus is distinguished from all other pleosporalean genera with brown, fusiform ascospores on the basis of ascospore and pseudothecium morphology and a highly reduced stroma that is localized within a single host cell. Atradidymella muscivora is distinguished by its minute pseudothecia (<115 μm) and ascospores that are slightly allantoid and constricted at the septum with the upper cell often wider than the lower. Its anamorph, Phoma muscivora sp. nov., is morphologically distinguishable from P. herbarum in having smaller conidia. Parsimony analysis of the ITS rDNA region indicates A. muscivora has affinities to the Phoma‐Ascochyta‐Didymella clade that is sister to the Phaeosphaeriaceae within the Pleosporales.
Des techniques de gestion des connaissances à l’anthropologie des connaissances
Authors: Poitou Jean-Pierre
Published: June 2009

L’utilisation de l’outil est la forme normale de manifestation de l’intelligence humaine. En conséquence la relation homme/machine est une constante de l’activité intellectuelle humaine. Pour autant les éléments complémentaires que sont l’utilisateur d’outil et son outillage sont radicalement différents l’un de l’autre et ne peuvent se servir mutuellement de modèle. Considérant toutefois comme indissociable le lien de l’utilisateur à son équipement technique, on doit voir le travail collectif, et de ce fait la gestion des connaissances qui y sont relatives, comme une interaction entre des configurations (homme et machine), et non pas simplement comme des interactions interpersonnelles.La gestion des connaissances (préservation, de transmission, et d’organisation du patrimoine culturel technique) est un des aspects fondamentaux et permanents non seulement de toute activité productive, mais de toute activité cognitive, qu’elle soit examinée au niveau individuel ou collectif.Les pratiques de gestion des connaissances ont donc une histoire, dans laquelle s’articulent les aspects mentaux de l’histoire économique et de celle des techniques. Ceci définit un champ que l’on peut appeler : anthropologie des connaissances. Cette dernière, à travers l’étude des outils et méthodes employés à la gestion des biens et moyens intellectuels mis en œuvre dans la production, cherche à comprendre les fonctionnements mentaux humains. En d’autres termes, elle élabore une théorie de la pensée comme gestion de connaissances grâce à l’étude de la production comme activité cognitive.
Humains et non-humains
Authors: Barbier Rémi , Trépos Jean-Yves
Published: June 2009

De nombreux travaux se sont efforcés, ces dernières années, d’établir les contours d’un mode d’existence sociale des objets échappant au double écueil naturaliste et constructiviste. Sur cette base, nous montrons comment il est possible de renouveler les théories de l’action et de l’acteur. Nous suggérons notamment qu’il convient de doter l’acteur d’un sens ordinaire de l’objectivité, qui rend compte de ses possibilités d’engagement dans une large gamme de rapport aux objets. Dans une seconde partie, nous passons en revue quelques outils d’analyse du « collectif », terme forgé par B. Latour pour désigner le social étendu aux non-humains qui le composent. Nous mettons en évidence la dimension politique que recèle chacun des assemblages de personnes et d’objets ainsi identifiés.
La fusion de laboratoires
Authors: Vinck Dominique , Zarama Gloria
Published: June 2009

Le présent article se penche sur un cas de fusion de deux laboratoires. Il porte son attention sur cette situation en tant qu’elle génère des dynamiques sociales, organisationnelles, techniques et cognitives particulières dont l’étude permet d’accéder à des processus généralement peu étudiés dans les études sur les sciences, à savoir sa gestion. Il propose donc une étude compréhensive des dynamiques à l’œuvre conduisant à l’institution d’un nouveau laboratoire, ainsi que des pratiques et des discours de ses membres par rapport à la fusion. Le laboratoire, souvent considéré dans la littérature et par les acteurs comme entité pertinente de la production de connaissances scientifiques, est ici questionné. La situation étudiée, où des laboratoires sont incités à fusionner, permet d’interroger à quoi correspondent les laboratoires (avant et après fusion) et quelles dynamiques sont à l’œuvre. Elles sont conceptualisées en termes de découplage, de détachement, de cadrage et d’encastrement. La recherche repose sur un travail d’observation directe sur le terrain et sur des entretiens avec les acteurs. L’enquête ethnographique questionne des dimensions de la vie de laboratoire habituellement peu étudiées. Elle tente de rendre compte des processus à l’œuvre et de documenter la transformation des laboratoires. Elle met en évidence l’importance des processus de gestion et les enjeux qu’ils représentent pour les chercheurs par rapport à leur stratégie de travail. Elle expose l’activité scientifique comme objet d’une gestion dont nous tentons d’expliciter les modes d’existence.
L’héritage soviétique dans la nouvelle organisation de la science en Russie
Authors: Milard Béatrice
Published: June 2009

Après un passé florissant, la science russe a subi, au cours des années 1990, une importante crise qui s’est traduite par une forte diminution des moyens et des activités. Une étude bibliométrique récente a néanmoins montré que des signes de renouveau sont observables, notamment dans certains sites de province. Cet article interroge ce dynamisme récent dans ses relations avec le modèle scientifique soviétique. On montre que l’héritage soviétique intervient à plusieurs niveaux dans la nouvelle organisation de la science russe. Il conditionne en partie le déploiement des pratiques scientifiques, étant parfois source d’un regain d’activité mais entraînant aussi de lourdes inerties. Il est également mobilisé en tant que valeur lors des débats actuels sur la science. Enfin, il semble aussi perdurer comme modèle politique d’organisation de la science. C’est finalement ces relations complexes à la période soviétique qui confèrent au système de recherche russe toute sa singularité par rapport au modèle scientifique occidental.
Retour sur la notion d’objet-frontière
Authors: Trompette Pascale , Vinck Dominique
Published: June 2009

L’article revient sur la publication originale de Susan L. Star et James R. Griesemer (1989) qui fondait la notion d’objet-frontière (boundary object) afin de repenser la théorie de l’acteur-réseau (ANT) dans une perspective écologique de l’action collective et de la connaissance distribuée, prenant en compte les artefacts. Il se penche ensuite sur la carrière académique du concept et ce qui a été utilisé (« la flexibilité interprétative ») vs minoré et oublié (l’incorporation d’une infrastructure invisible) de sa conceptualisation d’origine. L’article propose de réinvestir le concept en étant attentif à maintenir l’articulation ces deux dimensions.
« Ça tue parfois mais ce n’est pas dangereux »
Authors: Tétart Gilles , Torny Didier
Published: June 2009

À partir de l’étude de la trajectoire d’une bactérie pathogène (Bacillus cereus) comme objet scientifique, cet article montre comment une injonction institutionnelle de sécurité sanitaire des aliments devient le vecteur d’une mobilisation scientifique autour d’un risque alimentaire décrit comme potentiellement émergent. B. cereus est d’abord un objet-frontière pour des microbiologistes aux visées contradictoires (recherche fondamentale vs. recherche appliquée), puis pour des équipes issues de disciplines éloignées (modélisation, sciences sociales) et des industriels dans le cadre d’un projet ANR. Ces collaborations reposent sur la souplesse ontologique et pratique de la bactérie et sur une définition relativement découplée des projets qui permettent à chaque équipe de maintenir ses activités propres. Néanmoins, cette souplesse même est source de connaissances nouvelles par la mise en présence et l’explicitation de différentes conceptions du risque, de la taxonomie et par l’échange de souches.
Objet-frontière ou projet-frontière ?
Authors: Meyer Morgan
Published: June 2009

Une banque de données est un lieu de rencontre entre le social et la technique, les discours et les matérialités, les rêves de ses concepteurs et les réalités de ses utilisateurs. Le présent article se propose d’analyser la banque de données comme un objet-frontière dans le contexte d’un musée d’histoire naturelle. Dans un musée, un de ses rôles est la médiation de savoirs entre professionnels et amateurs. Toutefois, de nombreux facteurs rendent difficile la construction de l’objet-frontière ainsi que la coproduction de savoirs scientifiques à travers celui-ci. Les difficultés révèlent qu’il s’agit d’un objet-frontière politique, objet à travers lequel s’expriment des identités spécifiques et dont le fonctionnement dépend des enrôlements et des résistances de ses utilisateurs. L’article propose de conceptualiser l’objet-frontière non seulement comme un objet fini et défini, mais comme un projet – partiellement distribué et utilisé, relativement ambivalent et perpétuellement en construction.
The “H” Word: Home Schooling
Authors: Butler Shery
Published: June 2009

As a public educator, I frowned on parents who chose to teach their children at home—until I became one of those parents. My family moved to a rural town because of my husband's job. When my children entered the public school system, I was surprised to find limited services for the gifted and talented. Students with above-average ability were allowed unlimited access to the library and the Chapter One computer lab until school officials cited regulations that only students in the gifted program were permitted to use the lab. No other computers were available to students at the school.
In the Classroom: Freedom and Responsibility: Existentialism, Gifted Students, and Philosophy
Authors: White David
Published: June 2009

Rules are everywhere. “Do this.” “Don't do that.” Gifted students—indeed, all students—are surrounded by and coexist with a plethora of rules. Their lives in school are, in large measure, defined by rules. Most gifted students choose to obey these rules, but why? To avoid punishment? To curry favor with teachers? To pursue their best interests?
Concepts and Themes: A Learning Odyssey
Authors: Cannon Michael W.
Published: June 2009

Learning can be much like Odysseus' journey to Ithaka as described by Cavafy in his 1992 prose, Ithaka, full of spectacular adventures, enchantment, and the odd monster or two. Social studies, in particular, offers opportunities for adventures and discoveries, especially when thoughtful planning has been done. In fact, curricular planning can be compared to storing supplies and setting a course to sail through unfamiliar seas; it can reap great rewards for those on the journey. Two of the most important elements are the basic social studies concepts and universal themes that provide a structure for in depth learning. By systematically developing and connecting these components into an integrated structure, the teacher can develop an array of learning experiences that address varied interests, abilities, and levels of challenge of gifted students.
State Policies Regarding Gifted Education
Authors: Shaunessy Elizabeth
Published: June 2009

Policies regarding the education of gifted students vary widely among the 50 states. Although the Jacob K. Javits Act (P.L. 100–297) is a small federal program that sup-ports projects and research on issues pertaining to gifted children and talent development (Ross, 1997), no federal mandate requires specific services or protections for gifted students in public schools. While the Individuals With Disabilities Education Act (IDEA; P.L. 105-117) has provided mandated education and procedural safeguards for students with disabilities, only a few of the 50 states offer similar provisions for gifted students.
I Have Nothing to Write about
Authors: Delisle James R.
Published: June 2009

It happens to most every author at some point: The creative or critical well runs dry and a sad reality must be addressed: There is nothing left worth writing about. In penning previous columns for “Au Contraire” since 1996, when I became stuck for a column idea, I would try some typical tricks I teach my own college students: Walk along a beach, run two miles through the woods, or reflect on some past experiences with kids for quick inspiration.
An Interdisciplinary Creative Problem Solving Conference for Both Teachers and Their Students
Authors: Morgan Melanie
Published: June 2009

As teachers, we have all attended countless workshops which advocated new teaching methods, materials, or techniques in addressing special student populations. We politely listen as a series of presenters enthusiastically introduce their information in written and verbal form. We return to the classroom, fully intending to use our new skills, but perhaps feeling a bit anxious about their actual applications and ensuing results.
Purposeful Professional Development: Planning Positive Experiences for Teachers of the Gifted and Talented
Authors: Wycoff Melinda , Nash William R. , Juntune Joyce E. , Mackay Laura
Published: June 2009

Maximum academic achievement for gifted and talented students can only be accomplished when teachers are given the tools, support, and training needed to strengthen instructional skills and develop knowledge of the social and emotional needs of the students they serve (Feldhusen, 1997). Providing meaningful professional development to develop or enhance these skills is a challenge for administrators responsible for the planning and implementation of training experiences for teachers of gifted students.
Implementing Enrichment Clusters in a Multiage School: Perspectives from a Principal and Consultant
Authors: Reed Sally E. , Westberg Karen L.
Published: June 2009

Does your school provide a full range of gifted education services? How frequently are your students able to explore areas of interest in addition to the basic curriculum expectations? How do you tap the talents of administrators, teachers, and staff members? Do parent volunteers have opportunities to engage students in meaningful learning experiences? Are any of your classes or courses of study student-driven? How does your school collaborate and cooperate around a common instructional strategy? These issues were addressed when enrichment clusters were implemented at Harriet Bishop (HB) Elementary School.
Mathematical Acceleration in a Mixed-Ability Classroom
Authors: Kettler Todd , Curliss Marc
Published: June 2009

What does effective differentiation look like in a math classroom, and in particular, what does it look like in a mixed-ability math classroom? Those essential questions must be confronted by teachers and program directors who work with gifted and talented students in the field of mathematics. Once a commitment is made, it is not acceptable for students with high abilities in math to lethargically traverse the terrain of the mathematics curricula. Educators of the gifted and talented must confront the best practices and ask, “How can we apply effective differentiation practices to meet the needs of our students?” The following is a brief summary of what current research reveals about mathematics instruction with gifted learners. The authors also recommend a model which teachers can use in mixed-ability classrooms to effectively challenge and raise student achievement in mathematics.
Assessing Public Support for the Gifted
Authors: Karnes Frances A. , Bisland Amy , Shaunessy Elizabeth
Published: June 2009

In order to assess the public's attitudes, perceptions, and awareness of programs for the gifted, surveys of public opinion have been used to determine the level of public support (Karnes & Riley, 1997; Larsen, Griffin, & Larsen, 1994). Surveys may investigate a variety of groups, including parents, teachers, administrators, and the noneducational sector, including the general public. Additionally, representation from all socioeconomic and educational levels should be sought in the survey to determine potential audiences for future public relations efforts based on the resultsof the study. Results from these surveys can be utilized to benefit gifted programming. They provide quantitative support from state citizens endorsing the need for gifted students to be identified and served, which is vital information when schools, districts, or states begin looking for areas to cut budgets.
Social/Emotional Needs: On Chance and Being Gifted
Authors: Cross Tracy L.
Published: June 2009

This column examines the role of chance in the lives of gifted students. More specifically, it illustrates how being gifted (whether or not one is identified as being gifted and the experience of being gifted) is affected by a particular chance factor. Specific examples are used to illustrate different manifestations of chance factors that affect the lives of gifted students.
The Application of an Individual Professional Development Plan to Gifted Education
Authors: Karnes Frances A. , Shaunessy Elizabeth
Published: June 2009

Research indicates that ongoing, high-quality staff development is essential to achieving significant standards-based reform (Sparks, 2002). Currently, the majority of teachers do not regularly participate in staff development practices in the United States (Richardson, 2002). Staff development decisions have traditionally been made by school administrators to meet the needs of students and to address school, district, and national goals in gifted education. In this model, teachers have been sideline observers with little or no participation in the planning of these professional development efforts. While this paradigm is cost- and time-efficient, this one- size-fits-all approach to staff development fails to address the learning needs of each teacher in a district (Richardson).
Identifying Students with Gifts and Talents in Technology
Authors: Siegle Del
Published: June 2009

Susan's science teacher has just purchased five Palm handhelds with temperature probes. He plans to ask his students to develop experiments that test the effectiveness of different types of insulations.

Susan can barely contain herself as she waits for him to unpack the new instruments. Later, when he has trouble installing the probe software, Susan volunteers to stay during lunch and help solve the problem. She quickly discovers the error her teacher has been making and remedies it. Susan might be classified as gifted in technology.
Talent Development in Economically Disadvantaged Populations
Authors: Coleman Laurence
Published: June 2009

There are no known limits to the kinds of talent [the human psyche] can demonstrate and to the heights to which it can climb in any talent domain. But the mind is not motivated to achieve every possible form of excellence. The cultural milieu makes that decision in the broadest possible sense. (Tannenbaum, 2000, p. 24)
Standards-Based v. Standards-Embedded Curriculum: Not Just Semantics!
Authors: Rakow Susan R.
Published: June 2009

In 2007, at the dawn of the 21st century in education, it is impossible to talk about teaching, curriculum, schools, or education without discussing standards.
Increasing Academic Motivation in Culturally and Linguistically Diverse Students From Low Socioeconomic Backgrounds
Authors: Kaylor Maria , Flores Margaret M.
Published: June 2009

According to research, students from culturally and linguistically diverse backgrounds have lower rates of high school graduation and university attendance. There is little research regarding interventions to address these issues. The current study compared the effects of two programs designed to increase academic motivation. Forty-seven high school female athletes from culturally and linguistically diverse and economically disadvantaged backgrounds participated in the study. The programs were implemented over a 12-week period, 2 days per week within the school day. One group received instruction using a program that was designed by the school's physical education faculty. The other group received instruction using the Possible Selves program (Hock, Schumaker, & Deshler, 2003). The researchers investigated the effects of the programs with regard to the students' level of hope for the future as measured by the Children's Hope Scale (Snyder et al., 1994), records of the students' grades and number of administrative behavioral referrals, students' self-reports about their participation, and researchers' evaluation of the students' goals. The results did not indicate a difference in the students' hopes for the future. There was little difference in overall grade point averages and no difference in behavioral referrals between the two groups. The students' perceptions of their participation in the programs were similar. However, the students in the Possible Selves group indicated that they received more support from an adult during their program, and they reported higher levels of effort toward academics than the comparison group. The most significant finding was a difference in the quality of goals written. The Possible Selves group wrote goals and action plans that were more specific and realistic.
Factors Affecting the Algebra I Achievement of Academically Talented Learners
Authors: Matthews Michael S. , Farmer Jennie L.
Published: June 2009

Understanding student performance in Algebra I is important because this course serves as the gateway to advanced coursework in mathematics and science through the remainder of high school and into post-secondary education. In the current study, we analyzed secondary data to evaluate the relationship between selected indicators of mathematics and the Algebra I performance of academically able and gifted learners who participated in above-level talent search testing. We used structural equation modeling to examine the relationship among selected variables and students' scores on a standardized measure of Algebra I achievement. Variables included prior mathematics ability, parental education level, whether a student was identified as gifted, participation in afterschool activities, the time spent on homework, and the amount of class time spent on discussions and lectures. Results indicate the strongest relationships were between mathematics reasoning and Algebra I achievement. Although gifted status was a strong predictor of mathematics reasoning, it was not strongly related to Algebra achievement, which supports the need for differentiated instruction for gifted learners. The amount of class time spent on discussion had a significant effect on the amount of time spent weekly on Algebra I homework. Rather than reliance on traditional lecture-based instruction, teachers should consider incorporating more classroom discussion on mathematical topics.
Closing the Achievement Gap With Curriculum Enrichment and Differentiation: One School's Story
Authors: Beecher Margaret , Sweeny Sheelah M.
Published: June 2009

This article summarizes a unique approach to reducing the achievement gap that strategically blended differentiated curriculum with schoolwide enrichment teaching and learning. The theories of enrichment and instructional differentiation were translated into practice in an elementary school that had previously embraced a remedial paradigm. This enrichment approach resulted in improved student achievement and the reduction of the achievement gap between rich and poor and among different ethnic groups. The school improvement process began with a thorough analysis of the strengths and weaknesses of all dimensions of the school, and resulted in the creation of a school mission, strategic plan with broad instructional goals, specific learning objectives, and detailed action plans. Enrichment and differentiation were chosen as the methods to improve the learning environment based on evidence that engagement in learning is enhanced when students' interests and choices are considered, and the need to provide learning experiences that were responsive to the learning characteristics of a diverse student population. Specific components of the strategic plan were implemented simultaneously while others were introduced over a series of years. Teachers rewrote the curriculum for reading, writing, mathematics, and social studies to include enrichment experiences and differentiated instruction. This enriched learning environment extended to an afterschool program inspired by Enrichment Clusters. Staff development was essential to the success of each new initiative, and a significant amount of time was devoted to teacher training. Teachers were provided with training, modeling, coaching, and planning time to integrate the new ideas and skills into their lessons.
An Aptitude Perspective on Talent: Implications for Identification of Academically Gifted Minority Students
Authors: Lohman David F.
Published: June 2009

The identification of academically gifted children from the perspective of aptitude theory is discussed. Aptitude refers to the degree of readiness to learn and to perform well in a particular situation or domain. The primary aptitudes for academic success are (a) prior achievement in a domain, (b) the ability to reason in the symbol systems used to communicate new knowledge in that domain, (c) interest in the domain, and (d) persistence in the type of learning environments offered for the attainment of expertise in the domain. Careful attention to the demands and affordances of different instructional environments enables educators to identify those individuals who are most ready to succeed in them. Although the principles discussed here are useful for all students, they are particularly important for the identification of academically promising minority students.
Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students
Authors: Neumeister Kristie L. Speirs , Adams Cheryll M. , Pierce Rebecca L. , Cassady Jerrell C. , Dixon Felicia A.
Published: June 2009

The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed.
Can a Merit-Based Scholarship Program Increase Science and Engineering Baccalaureates?
Authors: Baker Joe G. , Finn Michael G.
Published: June 2009

The purpose of this paper is to investigate the following question: To what extent would a nationally competitive scholarship program increase science, technology, engineering or mathematics (STEM) degree awards to our “best and brightest”? This inquiry is prompted by a 2006 report of a National Academy of Sciences (NAS) panel, “Rising Above the Gathering Storm,” which proposed a national STEM scholarship program to improve United States competitiveness. Using the Department of Education National Education Longitudinal Study of 1988 (NELS-88), high school graduates from the class of 1992 who would potentially win such a scholarship were identified using ACT/SAT/AP test scores, grade point averages (GPA) and class standing, high school classes completed, and science fair participation. NELS-88 college transcript data indicated a lower bound estimate of between 60% to 80% of students likely to win the merit scholarships are already completing STEM degrees.
Assessing Visual Arts Talents of Hong Kong Chinese Gifted Students: The Development of the Impossible Figures Task
Authors: Chan David W.
Published: June 2009

The Impossible Figures Task (IFT-28), which consisted of 28 possible and impossible figures assembled for brief exposure and recognition, was completed by 297 Hong Kong Chinese gifted students. Expert judges (N = 2) rated these students' drawing abilities based on their performance on 2 drawing tasks adapted from Clark's Drawing Abilities Test (Clark, 1989). The IFT-28 scores correlated substantially and significantly with expert ratings of drawing abilities and with mental rotation test scores. IFT-28 also was found to be sensitive to age effect. The conjecture that IFT-28 scores could reflect drawing abilities and possibly indicate visual arts talents was generally supported even when the effects of age and general spatial ability were controlled for in partial correlation analyses. A brief version (IFT-9) based on retaining 9 figures that discriminated students with high drawing abilities from those with low drawing abilities was suggested as a possibly more sensitive measure for screening students with talents in visual arts.
Self-Concept of Gifted Children Aged 9 to 13 Years Old
Authors: Shi Jiannong , Li Ying , Zhang Xingli
Published: June 2009

Ninety-four gifted children and 200 nongifted children (aged 9 to 13 years old) were involved in the present study. Their self-concept was assessed by the Revised Song-Hattie Self-Concept Inventory (Zhou & He, 1996). Academic self-concepts pertaining to abilities, school achievements, and grade concepts and nonacademic self-concepts pertaining to family, peers, body, and self-confidence concepts, as well as self-concept in general, were considered in the present study. The findings indicated that the development of self-concept in gifted children was different from that of nongifted children. Specifically, the self-concept scores in general of nongifted children increased from 11 to 13 years old, while those of gifted children decreased for the same age period. Both academic and nonacademic self-concepts are discussed in the present study.
Early Identification of High-Ability Students: Clinical Assessment of Behavior
Authors: Bracken Bruce A. , Brown Elissa F.
Published: June 2009

This study investigated the ability of teachers to accurately rate the cognitive and academic functioning of 1,375 students in kindergarten through the third grade on the Clinical Assessment of Behavior (CAB), as compared to two objective cognitive ability tests. CAB teacher ratings were compared for high-ability students who were currently functioning with ability test scores ≥ 120; comparisons also were made across the students' full ability range and according to their race/ethnicity. The Bracken Basic Concept Scale–Revised and the Naglieri Nonverbal Ability Test were contrasted with the CAB in terms of the proportions of culturally diverse students identified as high ability. A discernable CAB scale and cluster profile was evident for high-ability students, showing significantly better adjustment among the high-ability students as compared to the typical student from the general population. High-ability students evidenced adaptive strengths on the CAB Social Skills and Competence scales and on the Executive Function and Gifted and Talented clusters.
A Case Study on the Local Organization of Two Mathematically Gifted Seventh-Grade Students
Authors: Yim Jaehoon , Chong Yeong Ok , Song Sang Hun , Kwon Seokil
Published: June 2009

This study explores the performance of two mathematically gifted Korean 7th-grade students in tasks involving local organization in geometry. The students understood the necessity of definitions and starting points in defining terms and organizing geometrical properties. They improved the clarity of their definitions and arranged the properties systematically with the belief that the properties of the geometric figures would be discussed only after the defining work was completed. Through these activities, they understood an axiomatic method and its importance in geometry. The results suggest that mathematically gifted lower secondary students can be encouraged to advance into axiomatic geometry through local organization activities.
Survival of the Fittest or the Most Talented?: Deconstructing the Myth of the Musical Maestro
Authors: Persson Roland S.
Published: June 2009

This article reviews the literature and anecdotal data charting potential problems in the training of gifted musical performers. The objective of this article is to feature a conceptual framework that evaluates the role of a musical maestro (or master performer as educator) in the development of talent. Although research into the training of performers in music conservatories is scarce, clinical psychology and performance art medicine report evidence that musicians may suffer from the expectations, psychological paradoxes, and traditions inherent in the so-called “conservatory culture.” The literature suggests that musical maestros, themselves highly gifted performers, may at times be unsuitable teachers and mentors.
Importance of Personality in Gifted Children's Identity Formation
Authors: Zuo Li , Tao Liqing
Published: June 2009

This study examines the importance of personality characteristics to identity formation in Terman's gifted sample. Four identity statuses of Identity Achievement, Moratorium, Foreclosure, and Diffusion, as well as two subgroups that followed progressive and regressive pathways in identity development, are compared in their personality characteristics. Results indicate that positive traits such as perseverance, purposiveness, desire to excel, and self-confidence are conducive to a successful identity formation and to the adoption of the progressive pathway in identity development.
The Reliability and Validity of Scores on the Almost Perfect Scale–Revised With Academically Talented Middle School Students
Authors: Vandiver Beverly J. , Worrell Frank C.
Published: June 2009

The psychometric properties of the Almost Perfect Scale–Revised (APS-R, Slaney, Mobley, Rice, Trippi, & Ashby, 1999) scores were examined in this study. The APS-R consists of three subscales measuring adaptive (high standards, order) and maladaptive (discrepancy) perfectionism. Participants consisted of 342 academically talented middle school students from an academic summer school. Reliability estimates of APS-R subscale scores were in the moderate to high range. The three subscales emerged on exploratory factor analyses; however, confirmatory analyses indicated that the goodness-of-fit indices were just below the criteria for acceptability. The best fit was found for the Slaney et al.'s three-factor model. Correlations between APS-R subscales and grade-point average, an organization variable, and future goal completion provided convergent and divergent validity support for the three scores. The authors concluded that the validation of another perfectionism subscale in an academically talented sample prepares the field for longitudinal studies of perfectionism.
Hands On and Feet First: Linking High-Ability Students to Marine Scientists
Authors: Schenkel Lisa A.
Published: June 2009

This study explored student perceptions of the benefits gained from participation in the Science Fair Summer Camp (SFSC) program at the Harbor Branch Oceanographic Institution (HBOI) in Fort Pierce, FL. The 2-week day camp program links scientists to high-ability secondary students as they design and conduct hands-on research projects in marine science. The study considered the following research questions: (1) Does this summer program align with current educational recommendations for science reform, as well as with the research and recommendations regarding the education of high-ability learners? (2) What do students gain from participating in such programs? (3) Are there any benefits that students experience by participating in the HBOI SFSC program that they cannot experience through their regular classroom curricula? Separate findings from surveys of two camp sessions revealed that many aspects of the SFSC program aligned with elements that are considered essential for high-ability learners and also aligned with current recommendations for science education reform. In addition, students experienced positive changes in both their feelings about science and their opinions of scientists. Students also noted that the camp experience provided the opportunity to conduct field and laboratory research not always available to them in the context of their school classrooms or with the same quality of equipment and technology.
Depressive Disorder in Highly Gifted Adolescents
Authors: Jackson P. Susan , Peterson Jean
Published: June 2009

This article examines the nature and extent of depressive disorders in highly gifted adolescents based on current literature and data gathered from a phenomenological study, focus groups, and clinical records. Two case studies and clinical examples document the capacity of some highly gifted adolescents to mask even severe symptoms. Several factors appeared to contribute to this masking phenomenon, including shame for being incapacitated and unable to resolve their dilemma; depression's signature cognitive confusion, which disengaged their coping mechanisms; and fear of harming others with their toxic state. These findings raise questions about the efficacy of quantitative research instruments to determine actual cases of depressive disorder in this subgroup, as well as current research estimates of depression in the highly gifted population.
Service Learning: Fostering a Cycle of Caring in Our Gifted Youth
Authors: Terry Alice W. , Bohnenberger Jann E.
Published: June 2009

Service learning, a method of instruction that combines learning with service to the community, can foster mutual respect and caring between gifted students and their communities. Using examples from various service learning experiences conducted by young gifted adolescents, the authors relate how service learning can be instrumental in infusing the qualities of caring in gifted youth. A K-12 best-practice model for service learning that incorporates the Creative Problem Solving process, the cognitive apprenticeship model, cooperative learning, reflection, and celebration is described.
The Millennium: A Time for Looking Forward and Looking Back
Authors: Torrance E. Paul
Published: June 2009

As I have spent almost 85 years in the past century, I can write with considerable authority on looking back. As I have dared to write on looking forward several times, I will try to project myself into the future. Some of my dreams of the future of creativity research and practice have already happened. Others have been partly realized, and still others have not happened at all, but I believe we are well on the way. This belief is based on the fact that the field of creativity has attracted some of the most creative, intelligent, courageous, daring, and hard-working people in existence.

This article is reprinted with permission from The Korean Journal of Thinking & Problem Solving, Volume 10, Number 1, pp. 5–19.
DISCOVER in Middle School: Identifying Gifted Minority Students
Authors: Sarouphim Ketty M.
Published: June 2009

The purpose of this study was to examine the validity of the grades 6–8 version of DISCOVER, a performance-based assessment, and investigate its effectiveness in identifying gifted minority students. Questions examined the alignment between DISCOVER and Gardner's (1983) theory of multiple intelligences (MI) and assessed gender and ethnic differences. The sample consisted of 395 middle school students, predominantly Mexican Americans and Native Americans belonging to lower socioeconomic classes, from schools in Arizona. Results supported a good fit between DISCOVER and MI theory. That is, students identified as gifted in one intelligence were not necessarily identified in other intelligences. The 2 × 3 MANOVA (gender by ethnicity) showed no significant interaction or main effect for ethnicity. However, a main effect for gender was found with males outperforming females in math. No overall gender or ethnic differences in identification were revealed. In total, 12.4% of the participants were identified, suggesting that using DISCOVER might diminish the long-standing problem of minority underrepresentation in gifted programs.
A Synthesis of Research on Psychological Types of Gifted Adolescents
Authors: Sak Ugur
Published: June 2009

In this study, the author synthesizes results of studies about personality types of gifted adolescents. Fourteen studies were coded with 19 independent samples. The total number of identified participants in original studies was 5,723. The most common personality types among gifted adolescents were “intuitive” and “perceiving.” They were higher on the Introversion, Intuition, Thinking, and Perceiving dimensions of the personality scales of the Myers-Briggs Type Indicator (MBTI) when compared to general high school students. Also, gifted adolescents differed within the group by gender and by ability. Based on the findings, the author discusses teaching practices for gifted students according to their personality preferences.
Working With Gifted Science Students in a Public High School Environment: One School's Approach
Authors: Ngoi Mephie , Vondracek Mark
Published: June 2009

The Chemistry/Physics Program at Evanston Township High School was designed to provide an environment for the rigorous teaching of advanced science and mathematics to accelerated students. This type of student makes up the bulk of students in the Advanced Placement Chemistry and Physics classes. However, there is a small number of students who master class materials quickly and easily and display unusual scientific insight. We consider these students to be gifted, and it is this group on whom we have reported in this article. We discuss various options we have utilized to keep students in the Chemistry/Physics Program highly motivated and challenged.
Developing the Talents of Teacher/Scientists
Authors: Robinson George
Published: June 2009

Going on an expedition enables teachers to become better scientists and researchers and, thus, better classroom instructors. Teachers have the opportunities to go on exotic field trips around the world as amateur research assistants, do hands-on research in their own backyards, or vicariously experience another scientist's work via the Internet. A list of annotated Web sites invite teachers to explore the possibilities of doing scientific research as part of a team internationally (e.g., NOAA's Sustainable Seas Expedition), locally (e.g., The Cornel Lab of Ornithology's Project Feeder Watch), or virtually (e.g., The Earth Watch Global Classroom). One teacher's experience doing research in these three venues is testimony to how undertaking these types of authentic scientific research improves student instruction and learning.
Talent Development in Science: A Unique Tale of One Student's Journey
Authors: Neu Terry W. , Baum Susan M. , Cooper Carolyn R.
Published: June 2009

This narrative presents the educational route followed by an Intel Science and Engineering Fair (Intel ISEF) winner who was not always recognized for his scientific abilities. Factors contributing to the success of this gifted student are presented, as well as his creative insights for solving the problem that gave rise to the winning project. Further, the major issues that emerged from this student's story can inform both professional development and instructional practice. These issues include: the need to recognize science talent or creative productive behaviors in students with special needs; students’ need for an experiential science curriculum that incorporates multidisciplinary perspectives from which to study and apply the discipline of science, not merely the subject matter; the power of collaboration between students with similar interests; and the value of developing instructional strategies that accommodate a variety of learning difficulties and learning styles.