bluuebunny/crossref_metadata_2025 huggingface dataset:
Advocacy for Gifted Programs: An Interview with NAGC Executive Director Peter D. Rosenstein
Authors: Rosenstein Peter , Dettmer Peggy
Published: September 2007

Peter Rosenstein, Executive Director of the National Association for Gifted Children (NAGC) since October 1989, is an advocate for intellectually gifted and creatively gifted children and educational programs that can help them develop their talents and abilities to the fullest. In this article Mr. Rosenstein responds to specific questions from guest editor Peggy Dettmer about advocacy efforts in the field of gifted education.
Gifted Education Without A State Mandate: The Importance of Vigorous Advocacy
Authors: Irvine David J.
Published: September 2007

Almost half of the states have mandates requiring differentiated instruction for gifted students. New York State, despite the lack of a mandate, has seen an increase in services for gifted students over the last 10 years. Factors that have promoted the development of programs for gifted students in the state are financial incentives, mandatory screening for giftedness, educational reform, and vigorous advocacy. Negative factors associated with the lack of a mandate have been inequities in access to programs, difficulties in assuring the quality of programs, and limited access to teacher preparation programs.
Educational Partnerships: Gifted Program Advocacy In Action
Authors: Shaklee Beverly D. , Padak Nancy D. , Barton Lyle E. , Johnson Harold A.
Published: September 2007

As advocates for gifted programs, professionals in gifted child education and special education must work closely with school reform efforts to ensure that appropriate representation and service to gifted pupils are embedded within the reform framework. They should examine the development of partnerships and assess the strengths and weaknesses of collaboratives. They also should conduct research to strengthen the development of such efforts. This article discusses the critical elements of educational partnerships and presents an example of a partnership project designed to enhance educational opportunities for gifted children in an urban school setting.
Cooperative Learning and Ability Grouping: An Issue of Choice
Authors: Mills Carol J. , Durden William G.
Published: September 2007

Cooperative learning has been enthusiastically embraced by schools as a way of addressing many of the ills faced in education. Cooperative learning has been pitted against ability grouping since many of the strongest supporters of cooperative learning are also the most vocal critics of ability grouping. The purpose of this article is to clarify some of the issues surrounding, and research supporting, the applications of both cooperative learning and ability grouping. A more balanced, critical approach to the use of a variety of educational practices to meet the varied needs of students is advocated.
The Use of Radical Acceleration in Cases of Extreme Intellectual Precocity
Authors: Gross Miraca U. M.
Published: September 2007

This paper reviews the school histories of five extremely gifted children, of IQ 160 - 200, who have been radically accelerated. Prior to their acceleration, the children were retained in the regular classroom in a lockstep curriculum based on their chronological age and grade placement. They suffered severe intellectual frustration, boredom, lack of motivation, and social rejection by age-peers, and displayed significantly lowered levels of social self-esteem. A combination of grade-skipping and radical subject matter acceleration has given the children access to curricula commensurate with their academic achievement levels and the intellectual and social companionship of children who share their abilities and interests . The young accelerands are more stimulated intellectually, enjoy closer and more productive social relationships, and display healthier levels of social self-esteem than do equally gifted children who have been retained with age-peers of average ability.
Programming, Grouping, and Acceleration in Rural School Districts: A Survey of Attitudes and Practices
Authors: Jones Eric D. , Southern W. Thomas
Published: September 2007

The development of gifted education programs is influenced by the characteristics of communities, values of residents, constraints that work against change and forces that impel change. The levels and types of programming offered to gifted students in rural and urban school districts were compared in this study. Rural and school districts were compared in this study. Rural and urban districts were also compared on their uses of ability grouping in regular education programs and academic acceleration. The results of the study revealed that rural school districts are less apt to use ability grouping or academic acceleration to provide a developed range of options for gifted and talented students. Sporadic extracurricular activities tend to play more important roles in rural programs. Factors that influence the nature and quality of education of gifted and talented students in rural areas are discussed.
The Use of the Secondary School Admission Test (SSAT) To Identify Academically Talented Elementary School Students
Authors: Mills Carol J. , Barnett Linda Boliek
Published: September 2007

Based on the results of two pilot testing projects, the Secondary School Admission Test appears to be an acceptable instrument for identifying academically talented students of elementary school age. In trials consistent with the Talent Search Identification Model developed at The Johns Hopkins University, an above-level form of the SSAT was administered to two samples of fifth and sixth graders. Mean scores for eighth-and ninth-grade normative samples are recommended as cutoffs for identifying highly able fifth-and sixth- grade students who could benefit from academically challenging programming.
In What Ways Might Statewide Advocates for Gifted and Talented Education Coordinate and Focus Their Efforts?
Authors: Todd Sally M. , Larson Ann
Published: September 2007

When advocates for gifted and talented education in the state of Utah found that their overall efforts seemed diffused and uncoordinated, they used creative problem-solving processes to address their common concerns. The result was the ratification of a concise, mutually acceptable mission and goals statement that was designed to give direction to statewide efforts on behalf of gifted and talented children for years to come. The document provides focus and direction by defining common goals and recognizing ownership of the logical tasks belonging to each advocacy group. Flexibility for future growth and development in the field of education of the gifted is a salient feature of the goals described. The impact of the document was felt immediately in improved services for children, better inservice training for educators, and more focused policy at the state level.
Effects of the Future Problem Solving Program On Children's Concerns About the Future
Authors: Tallent-Runnels Mary K. , Yarbrough Douglas W.
Published: September 2007

The first purpose of this study was to determine whether gifted students participating in the Future Problem Solving Program would feel that they had more control over their futures than either other gifted or average-ability students. The second purpose was to determine whether participants' concerns about the future would differ from those of nonparticipants. The final purpose was to determine the most frequently mentioned concerns about the future of these groups of children. Subjects were from a medium-sized city in the Southwest and were fourth, fifth, and sixth graders. Results showed significant differences in students perceptions of their control over the future and their concerns about the future. There were also differences among their most frequently mentioned concerns. Students in the Future Problem Solving Program were interested in more global issues than nonparticipants and were more positive about their control over the future.
Creative Productivity Among Secondary School Students: Combining Energy, Interest, and Imagination
Authors: Delcourt Marcia A. B.
Published: September 2007

This qualitative research study focuses upon 18 highly creative/productive secondary school students. Creative/ productive behavior is examined by studying characteristics of youths who pursued and completed investigations based on their interests. The data sources were the family, the school, and the student. Methods of investigation included document analysis, questionnaires, and a student interview. Reflecting on experiences in their respective programs for the gifted, students revealed insights into the ways they obtained ideas for their projects, how their interest in their investigations was sustained, and what they learned from their efforts.
How Well Do Peers Agree Among Themselves When Nominating the Gifted or Talented?
Authors: Gagné Françoys , Bégin Jean , Talbot Lise
Published: September 2007

To validate a set of peer nomination forms, 40 different prototypical descriptions were written to represent four aptitude domains (intellectual, creative, socio-affective, physical) and four talent fields (academic, technical, artistic, interpersonal). They were distributed among six experimental forms, which were paired and administered in counterbalanced oreder at a 3-week interval to a sample of 2350 pupils about equally divided between both sexes and three grades (4, 5, 6), and to the teachers of their 88 groups. Indices of reliability —interpeer agreement— were computed for each prototype in every group. A majority of the prototypes maintained acceptable interpeer agreement levels; important variations were observed associated with a small age effect, a significant group effect, and a very large prototype effect, confirming that interpeer agreement depends first and foremost on the specific aptitude or talent assessed. Consensus among peers was best for intellectual and physical aptitudes, and academic and artistic talents; it was worst for socio-affective aptitudes and interpersonal talents.
Early Development of Language and Literacy Skills of An Extremely Precocious Reader
Authors: Henderson Sally J. , Jackson Nancy Ewald , Mukamal Reisa A.
Published: September 2007

Precocious literacy is a form of intellectual giftedness that occurs frequently in young children. This case study documents the emergence of reading ability in an extremely precocious reader between the ages of 2 years 7 months and 3 years 2 months. At the end of this period, the child's word recognition ability was conservatively estimated at the late first-grade level, and he was able to use knowledge of some level of letter-sound correspondences to sound out unfamiliar words and pseudowords. However, his writing skills did not begin to develop to a comparable degree until after he was 4 years old. The results are used to generate hypotheses about the nature and measurement of precocious reading and its relations with oral language and writing skills.
A Comparison of Gifted Underachievers and Gifted High Achievers
Authors: Colangelo Nicholas , Kerr Barbara , Christensen Paula , Maxey James
Published: September 2007

The purpose of this study was to compare a national sample of gifted underachievers and gifted high achievers on a number of characteristics. Giftedness was measured as a composite score at or above the 95th percentile on the American College Testing Program (ACT). Underachievement was defined as reporting a high school grade-point average of ≤2.25 (on a 4.00 scale), and high achievement was defined as reporting a grade-point average of ≥3.75 (on a 4.00 scale). Participants for this study were 30,604 high school juniors and seniors: gifted underachievers n=257; gifted high achievers n=30,347. The underachievers generally had lower scores on the ACT and less extensive out-of-class accomplishments. Over 90% of the underachievers were Caucasian males. Comparisons are provided on a number of nonacademic variables between underachievers and high achievers.
The Effects of the Elimination of Gifted and Talented Programs On Participating Students and Their Parents
Authors: Purcell Jeanne H.
Published: September 2007

Interviews were conducted with 19 parents of students identified and served by a gifted program eliminated in 1990 to determine the effects of the elimipation of the program on participants. To triangulate the findings of the interviews, mail surveys were sent to 49 additional parents of students who were also served and identified by the program. Results indicated that parents perceived that their children were experiencing a decline in energy, curiosity, and intrinsic motivation to achieve at high levels and were beginning to disengage from the traditional curriculum. interviewed parents also reported that the process of program elimination resulted in so much divisiveness that more than half of them had considered altemative educational avenues for their chiIdren's remaining years in school.
Research Related to the Schoolwide Enrichment Triad Model1
Authors: Renzulli Joseph S. , Reis Sally M.
Published: September 2007

The Schoolwide Enrichment Triad Model (SEM) is a product of 15 years of research and field testing and combines the previously developed Enrichment Triad and Revolving Door Identification Models. SEM has been implemented in school districts worldwide, and extensive evaluations and research studies indicate the effectiveness of the model. In this article, a brief explanation of SEM is provided as a summary of the research conducted on this approach. The review of the research is subdivided into (a) the effectiveness of the model as perceived by key groups, (b) research related to creative productivity, (c) research relating to personal and social development, (d) the use of SEM with underserved populations, (e) research on self-efficacy, (f) the use of SEM as a curricular framework, (g) research relating to learning styles and curriculum compacting, and (h) longitudinal research on the SEM. Research suggests that the model is effective at serving high-ability students in a variety of educational settings and in schools that serve diverse ethnic and socioeconomic populations.
Assessing Artistic and Problem-Solving Performance in Minority and Nonminority Students Using a Nontraditional Multidimensional Approach
Authors: Clasen Donna Rae , Middleton James A. , Connell Timothy J.
Published: September 2007

The persistent underrepresentation of ethnic minority students in gifted programs requires change. Because identification tools used for entry into gifted programs often are held responsible for minority underrepresentation, this study investigated several nontraditional assessments for their efficacy in identifying both minority and nonminority students. A sample of 433 sixth-grade students responded to a drawing task and to two problem-solving assessments. Peer and teacher nominations also were used in the identification process. Findings indicated that the assessments identified a proportionate number of minority and nonminority students with potential in art or problem solving. The study holds promise for a multidimensional approach and for specific nontraditional assessments as means of effectively identifying both minority and nonminority student talents in art and problem solving. The study also suggests directions for further research.
APOGEE: Equity in the Identification of Gifted and Talented Students
Authors: O'Tuel Frances S.
Published: September 2007

The Academic Programs for Gifted with Excellence and Equity (APOGEE) serves over 3,000 students in 30 schools in eight school districts. The program was designed to address equity in identification of gifted and talented. The top 25% of students in various categories, such as disadvantaged, minorities, underachievers, limited English speakers, and students with disabilities, are identified and placed in these APOGEE classes. The teachers receive a 45-hour graduate course to train them in implementing a talent development program based on a student-centered curriculum in which choices, group work, projects, and self-regulation are encouraged. Preliminary results indicate significant differences on a pre-post administration of the Comell Critical Thinking Test and on the Coopersmith Self-Esteem Inventory. The subgroups of the student population are proportionately represented in the program classes.
Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners
Authors: Tomlinson Carol A. , Tomchin Ellen M. , Callahan Carolyn M. , Adams Cheryll M. , Pizzat-Tinnin Paula , Cunningham Caroline M. , Moore Barbara , Lutz Lori , Roberson Chris , Eiss Nancy , Landrum Mary , Hunsaker Scott , Imbeau Marcia
Published: September 2007

Preservice teachers face formidable tasks of planning and management as they enter the classroom for the first time as professionals. They also bring with them mental imprints of what teaching and leaming are like, images gained not from their professional preparation programs, but from their years as students. Once in the role of teacher, those views may be reinforced by the circumstances of their apprenticeship. This qualitative study reports five themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners such as gifted, remedial, and special education learners.
The Impact of Staff Development on Teachers' Ability to Modify Curriculum for Gifted and Talented Students1
Authors: Reis Sally M. , Westberg Karen L.
Published: September 2007

In this study, three levels of staff development were provided to elementary teachers to train them in a technique called curriculum compacting. Teachers in 20 school districts across the country were randomly assigned by district to one of three treatment groups that received different levels of staff development. After receiving training in curriculum compacting (a procedure that enables teachers to eliminate previously mastered curriculum and substitute more challenging alternatives), teachers were able to eliminate between 42% and 54% of the content for the high-ability students they selected. Teachers in Treatment Group 3, who received the most intensive staff development, completed the highest rated compactor forms. The majority of the teachers in the study were enthusiastic about the process of modifying curriculum for high-ability students, reinforcing Guskey's (1986) model of the process of teacher change.
A Gifted Child's Education Requires Real Dialogue: The Use of Interactive Writing for Collaborative Education
Authors: Armstrong Dorothy Ciner
Published: September 2007

This paper reports the findings of two studies which compared the responses to using dialogue journals by teachers of the gifted and talented and their students. The purpose of this research was to learn more about the ways that such interactive writing can enable GT students to collaborate effectively in their own education. Study 1 sought to determine the types of discourse functions teachers used in the journals they kept with their instructor in a graduate practicum and with the GT students they taught in that practicum. They interacted differently with their instructor than with their students in ways consistent with their role: they commonly used questions, a controlling behavior, when journaling with students. Study 2 examined whether teachers could vary their responses to students' journals to make them more collegial and less controlling. Together these studies supported the use of dialogue journals to promote mutuality in the educational process.
A Comparison of the School Intrinsic Motivation and Perceived Competence of Gifted and Regular Students
Authors: Vallerand Robert J. , Gagné Françoys , Senécal Caroline , Pelletier Luc G.
Published: September 2007

The purpose of this study was to compare the school intrinsic motivation and perceived competence of gifted and regular students. To this end, 135 elementary school French-Canadian students (Grade 4 to Grade 6) compteted Harter's Intrinsic/Extrinsic Orientation Scale as well as the Cognitive Perceived Competence Scale. Results indicated that gifted students perceived themselves as being more competent and intrinsically motivated toward school activities than regular students. No gender effects were obtained. These results provide support for Deci and Ryan's (1985) cognitive evaluation theory, and the use of this theory in future intrinsic motivation research within the realm of education is recommended.
Gifted Adolescents' Attitudes Toward Their Giftedness: A Partial Replication
Authors: Manaster Guy J. , Chan Jason C. , Watt Celia , Wiehe James
Published: September 2007

Kerr, Colangelo, and Gaeth (1988) assessed gifted adolescents' perceptions of their own and others' views of and reactions to their giftedness in personal, academic, and social areas through an open-ended questionnaire. Their results showed that the gifted adolescents' "views of their giftedness were not unidimensional" (p. 245). The purpose of the present study was to further Kerr et al.'s (1988) investigation by tailoring the questions to individuals' experiences and expanding the scoring scheme within response type. Results show that views of the gifted label and its effects are multifaceted, varying in ways different from those previously noted. Gifted adolescents may be coming to realize that there are positive and negative aspects to almost all social roles, statuses, and labels.
Computer-Based Mathematics and Physics for Gifted Students
Authors: Ravaglia Raymond , Suppes Patrick , Stillinger Constance , Alper Theodore M.
Published: September 2007

Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
Gender Differences in Attitudes and Attitude Changes Among Mathematically Talented Youth
Authors: Terwilliger James S. , Titus Janet C.
Published: September 2007

A survey form that assesses components of attitude thought to be relevant to success in a program for mathematically talented youth was administered to program participants on four occasions over a 2-year period. The reliabilities of the attitude scales and the pattem of correlations among the scales were quite similar for boys and girls who applied for the program. Among those who were selected for the program, boys showed a significantly higher level of motivation, confidence, and interest in mathematics than did girls. Over the first 2 years in the program, both boys and girls exhibited significant declines in attitudes on most scales,
Science Curriculum Review: Evaluating Materials for High-Ability Learners
Authors: Johnson Dana T. , Boyce Linda Neal , VanTassel-Baska Joyce
Published: September 2007

This article describes the findings of a review of existing K-8 science curriculum materials that was carried out under the National Science Curriculum Project for High-Ability Learners. Twenty-seven sets of materials were reviewed using criteria developed and refined by project staff. The purpose of the review was to ascertain whether currently available materials met the new standards in the teaching of science and the needs of gifted learners. The review findings suggest that existing basal textbooks fail to meet new science curriculum standards for all students, but particularly for high-ability learners. Modular programs and supplementary materials were found to be superior to basal textbooks on most dimensions.
Perceptions of Educational Reform By Educators Representing Middle Schools, Cooperative Learning, and Gifted Education
Authors: Gallagher James J. , Coleman Mary Ruth , Nelson Susanne
Published: September 2007

The present article describes the results of two surveys camparing the perceptions of educators of gifted students with the perceptions of mainstream educational personnel in middle schools and those specializing in cooperative learning. The results indicated a major gulf between the of mainstream educators and those of educators of the gifted. In the case of middle schools, the disagreement focused on the value of ability grouping and the social consequences of being labeled gifted. In the case of cooperative learning, there were major differences across the board on practically all items.

The authors conclude that it is in the interest of all concerned to have more extensive dialogue between educators of the gifted and members of the educational reform movement.
What Do We Mean by Giftedness? A Pentagonal Implicit Theory
Authors: Sternberg Robert J. , Zhang Li-fang
Published: September 2007

This article presents a pentagonal implicit theory of giftedness and a set of data testing the theory. The exposition is divided into five parts. First, we discuss what an implicit theory is and why such theories are important. Second, we describe the pentagonal theory, specifying five conditions claimed to be individually necessary and jointly sufficient for a person to be labeled as gifted. These conditions help us understand not only why some people are labeled as gifted but also why some others are not, Third, we consider the relation of the pentagonal theory to explicit theories of giftedness. Fourth, we present data supporting the theory. Finally, we discuss some implications of the pentagonal theory for gifted education.
Metacognition and High Intellectual Ability: Insights from the Study of Learning-Disabled Gifted Students
Authors: Hannah C. Lynne , Shore Bruce M.
Published: September 2007

This study offers empirical support for the importance of metacognition in giftedness based on the performance of 48 school-identified learning-disabled gifted, gifted, leaming-disabled, and average-performing boys in Grades 5/6 and 11/12 on assessments of metacognitive knowledge, metacognitive skill on a think-aloud error-detection reading task, error detection, and comprehension; prior knowledge was covaried. Performance of gifted and learning-disabled gifted students exceeded that of the average-performing and learning-disabled students on most measures at both grade levels. A main effect was found for grade; however, secondary average-performing students' performance was closer to that of the gifted and leaming-disabled gifted students' performance. Metacognitive performance of the learning-disabled gifted students resembled that of the gifted sample more than that of the leaming-disabled sample.
Relations between Academic Aptitude and Psychosocial Adjustment in Gifted Program Students
Authors: Oram Guy D. , Cornell Dewey G. , Rutemiller Laura A.
Published: September 2007

Is high academic aptitude an asset or a liability to psychosocial adjustment among gifted program students? This brief report examined contrasting hypotheses that the relation between academic aptitude and psychosocial adjustment is positive, negative, or curvilinear for high ability students. Robustness of study findings was examined in three diverse groups of gifted program students: 1) 151 second grade students participating in public school gifted programs; 2) 264 5th to 11th grade students attending a university summer enrichment program; and 3) 60 adolescent females enrolled in an early college entrance program. Psychosocial adjustment was assessed by measures of academic, social, and general self-concept in all three groups, with additional adjustment measures specific to each group. Results of hierarchical multiple regression analyses provided little evidence for a relation between aptitude scores and adjustment within this restricted range.
Academic Survivability in High-Potential, Middle School Students
Authors: Plucker Jonathan A. , Mclntire Jay
Published: September 2007

Although researchers have found that students of students are especially affected by a lack of challenge in the classroom. Few studies investigate the behaviors in which high-potential students engage when they are not challenged, and these studies are either dents in their sample. Qualitative methodology was used to determine the behaviors and strategies used by 12 high-potential, middle school students when they did not feel challenged in school; teacher reaction to these behaviors was also documented. Data analysis revealed that students engaged in the following behaviors: selective attention, focused curricular involvement, involvement with others, partrcipation in extracurricular activities, and lack of effort/selected effort. Few teachers associated these behaviors with a lack of challenge, and those who recognized the behaviors did not attempt to differentiate the learning process for the students.
The Structure of Giftedness: The Domain of Literature As an Exemplar
Authors: Hong Eunsook , Milgram Roberta M.
Published: September 2007

The construct validity of the 4 x 4 Structure of Giftedness Modelin which is conceptualized in terms of four categories, i.e. general intellectual ability, specific intellectual ability, general original/creative thinking, and specific creative talent was investigated in boys and girls in grades 7 to 9 ( n = 392) and grades 10 to 12 ( n = 381). Students were not limited to those with high IQ scores but rather represented the wide range of abilities and talents postulated by current multidimensional conceptualizations of giftedness. Six alternative models were evaluated and compared with respect to which model fit the data best. The best fit was the four factor model, the current hypothesized model of the structure of giftedness in the domain of literature. These results contribute to the conceptual clarification of the diverse abilities that characterize intellectually and creativity gifted individuals, particularly those whose talents lie in the verbal domain.
Anchoring Assessment With Exemplars: Why Students and Teachers Need Models
Authors: Wiggins Grant
Published: September 2007

This essay presents an argument for the use of examples that set a clear standard for student performance. As educators implement new forms of assessments, they should calibrate local standards to exemplars, anchoring the highest point of their scoring system to examples of excellent performance. Educators should not be fearful of describing superlative performance even though all students may not reach those expert levels. Four types of performance criteria are suggested: impact, process, form and content. Examples of assessment initiatives grounded in models of excellent performance are also summarized.
A Fraction Is Not a Piece of Pie: Assessing Exceptional Performance and Deep Understanding in Elementary School Mathematics
Authors: Niemi David
Published: September 2007

The purpose of this study was to investigate how exceptional performance representing deep understanding of mathematical concepts might be assessed in the classroom or in larger scale assessment contexts. The study focused on several types of assessment based on cognitive analysis of fractions: problem solving, justification, and explanation tasks. Additional assessments, including propositional and procedural knowledge measures, provided validation data. Data were collected from 540 fifth grade students. To score at the highest levels, students had to show that they understood that fractions are numbers that can express relations between quantities, or at least that they had taken major steps toward such a conceptualization. Overall, student performance was consistent with that obtained in many other research and assessment studies. Fewer than 10% of the students performed adequately on the explanation task. More than 60% of the students failed to express any fraction principle or concept in their explanations, and 54% expressed serious misconceptions. A small number of students, however, displayed exceptional understanding. The effectiveness of a short instructional intervention provided an additional reason for optimism: students who received seven days of instruction on fractions in measurement contexts performed better on the explanation task than students who received traditional part-whole instruction. This result, in addition to the finding that high levels of performance on all tasks were strongly associated with the expression of conceptual or principled knowledge in explanations, supported the use of the explanation task to assess understanding of concepts and principles.
Identification, Instruction, and Assessment of Gifted Children: A Construct Validation of a Triarchic Model
Authors: Sternberg Robert J. , Ferrari Michel , Clinkenbeard Pamela , Grigorenko Elena L.
Published: September 2007

This article presents a unified model — the triarchic theory of human intelligence — for the identification, instruction, and assessment of the achievement of gifted children. The article opens with a discussion of the need for a unified model of identification, instruction, and assessment. The triarchic model is then offered as one potential model. Next the article discusses how the triarchic model could be implemented in a variety of subject matter areas. Finally, it describes a construct-validation of the model in the context of one subject matter area, college-level psychology taught to high-school students. The results show promise for the model's use in gifted education. Students performed better when their triarchic ability pattern was matched, rather than mismatched, to instruction and assessment.
Assessment of Leadership in Children, Youth and Adults
Authors: Oakland Thomas , Falkenberg Bradd A. , Oakland Christopher
Published: September 2007

Current theories of leadership are reviewed. Eleven leadership measures, six for children and youth and five for adults, are reviewed in the context of these theories and with psychometric standards for test use. In general, the measures are normed inadequately and lack information about reliability and validity. The use of short subscales embedded within other scales, which themselves often are inadequate, should be avoided. Currently, we lack the assessment technology to measure leadership adequately in children and youth. Leadership measures for adults are more promising, especially the Leadership Opinion Questionnaire, the Supervisory Behavior Description Questionnaire, and the Campbell Leadership Index.
NAGC Standards for Personnel Preparation in Gifted Education: A Brief History
Authors: Parker Jeanette P.
Published: September 2007

A history of the development of standards for personnel preparation at the graduate level is presented. The roles played by the Professional Training Institutes, the Professional Development Division of professional standards for graduate programs in gifted education are described as is their relationship to the standards of the National Council for the Acereditation of Teacher Education (NCATE).
Interface Between Gifted Education and General Education: Toward Communication, Cooperation and Collaboration
Authors: Tomlinson Carol Ann , Coleman Mary Ruth , Allan Susan , Udall Anne , Landrum Mary
Published: September 2007

Gifted education has often seemed isolated from general education, in part because of differing per spectives on equity and excellence goals and tensions resulting from those divergent viewpoints Recently, however, there have been calls from both educators of the gifted and general educators for an increased interface between the two fields. This article reports findings and suggestions from a study conducted by a task force commissioned by the National Association, of Gifted Children to determine attitudes of educators of the gifted and general educators regarding linkage between the practices, and to provide guidance from practitioners in both fields on increasing communication, cooperation and collaboration between the fields.
A Longitudinal Study of Academic Intrinsic Motivation in Intellectually Gifted Children: Childhood Through Early Adolescence
Authors: Gottfried Adele Eskeles , Gottfried Allen W.
Published: September 2007

Academic intrinsic motivation of intellectually gifted children and a comparison group was examined in the Fullerton Longitudinal Study. Children at ages 9 through 13 years were administered the Children's Academic Intrinsic Motivation Inventory which assesses intrinsic motivation for school learning in reading, math, social studies, science, and for school in general. Analyses showed that across the ages, relative to a peer comparison, gifted children had significantly higher academic intrinsic motivation across all subject areas and school in general. It is suggested that: Children who become intellectually gifted enjoy the process of learning to a greater extent; intrinsic motivation is important for potentiation of giftedness; Assessment of academic intrinsic motivation be included in selection of children for gifted programs.
The Incidence of Perfectionism in Gifted Students
Authors: Parker Wayne D. , Mills Carol J.
Published: September 2007

Using the Multidimensional Perfectionism Scale, (Frost et al., 1990) perfectionism scores were compared between a group of 600 students identified as academically talented and a group of 418 peers from the general cohort. In this nationally gathered sample, all students were sixth graders and of similar socioeconomic status. Findings indicated little difference between the mean scores of the two groups. Comparisons were also made between the gifted students and the general cohort using an empirical typology of perfectionism. This analysis did not indicate a statistically significant difference in the frequency of perfectionistic types between gifted students and the general cohort. These findings suggest that the frequent anecdotal reports of greater perfectionism among the gifted may be a product of differential labeling patterns of similar behaviors when demonstrated by gifted students and the general cohort. A greater distinction between perfectionistic strivings which stimulate excellence and those perfectionistic strivings which frustrate and inhibit achievement needs to be made.
Gender Differences in Mathematics and the Sciences: Can Attributional Retraining Improve the Performance of Gifted Females?
Authors: Heller Kurt A. , Ziegler Albert
Published: September 2007

There are probably no subject areas in which the problem of reducing gender differences is as urgent as in mathematics and the hard sciences. In this article, we provide a topical overview of the participation rates of girls and women in schools and universities, with an emphasis on the situation in Germany. We then discuss several attempts to explain these differences and show that until recently not enough attention has been paid to the girls' and women's self-related cognitions in these domains. They underestimate their own talents in mathematics and the sciences and, from a motivational perspective, attribute their successes and failures in such a way as to further inhibit motivation. Attributional retraining techniques could provide a solution to the problems of lowered motivation and performance. These retraining techniques have proved successful in clinical and laboratory settings, but they have not been tried in natural settings like schools and universities. Following an overview of the most important attributional retraining techniques, we describe two studies carried out with German high school students in mathematics and with female university students in statistics. Using an attributional retraining technique we developed, both studies report extremely promising results. Finally, on the basis of these studies, suggestions for further research are made.
Research on Motivation and the Gifted: Implications for Identification, Programming, and Evaluation
Authors: Clinkenbeard Pamela R.
Published: September 2007

Much research on motivation and the gifted has tended to look at motivational characteristics of the gifted, either describing students in terms of their type or level of motivation, or comparing gifted students to others. Other research on this topic considers motivation as an outcome measure of programs or curricula for the gifted, for example determining if program participation increases student interest in a particular field. The former body of research may have the most practical use for understanding and identifications for instructional strategy decisions and for program evaluation.
Rethinking Multipotentiality Among the Intellectually Gifted: A Critical Review and Recommendations
Authors: Achter John A. , Benbow Camilla Persson , Lubinski David
Published: September 2007

This paper critically reviews the concept of multipotentiality as it has been defined and encountered in the scientific literature on gifted children. Until recently, it has not been adequately subjected to empirical evaluation. Despite its ubiquitous presence in the literature, several pieces of evidence are presented suggesting that multipotentiality has been erroneously interpreted and falsely assumed to apply to a majority of intellectually gifted individuals. Findings are summarized from a recent report (Achter, Lubinski, & Benbow, 1996) on the ability, interest, and value profiles of over 1000 students from the Study of Mathematically Precocious Youth (SMPY), as well as evidence compiled from other empirical studies, indicating that above-level assessment of abilities and preferences among gifted adolescents reveal markedly differentiated profiles for the vast majority (over 95% when all factors were consulted). Thus, the concept of multipotentiality requires rethinking. Traditional assessment tools found in vocational psychology (i.e., questionnaires and tests measuring abilities, interests, and values), when offered in an above-level format, are useful in serving the educational and career counseling needs of intellectually gifted young adolescents. Further, such tools are helpful for gaining an appreciation of the diversity of individual differences among the intellectually talented.
Differences in EEG Alpha Activity Between Gifted and Non-Identified Individuals: Insights into Problem Solving
Authors: Jaušovec Norbert
Published: September 2007

The study investigated differences in electroencephalography (EEG) alpha activity between gifted and non-identified students. Seventeen gifted and 17 non-identified students participated in the experiment. Their EEG was recorded while they solved four problems. Two measures were used: 1) an asymmetry index or differences in hemispheric activity and 2) the overall difference between a relaxed mental state and problem solving. The findings can be summarized as follows: First, gifted students in a relaxed mental condition showed greater left hemispheric activation than did non-identified students. In contrast, during problem solving, non-identified students showed greater left hemispheric activity than did gifted students. Second, gifted students exhibited a higher overall hemispheric activation in a relaxed mental state and exploring the problem, and a lower activation when problem solving was involved, than did non-identified students.
A Multi-Site Case Study of Successful Classroom Practices for High Ability Students
Authors: Westberg Karen L. , Archambault Francis X.
Published: September 2007

A multi-site case study was conducted to describe 10 elementary schools and classrooms with a reputation for implementing differentiated practices to meet the needs of high ability students. The researchers found that classroom teachers at some sites employed flexible grouping practices or provided opportunities for advanced level projects to accommodate students' differing academic needs. At other sites, teachers collaborated with other teachers at their grade level or with district curriculum specialists to provide more academic challenge for talented studerits. And in some situations, the leadership of school principals or superintendents appeared to have a strong impact on teachers' instructional practices. The themes that emerged across the sites include: (a) teachers' advanced knowledge and training, (b) teachers' willingness and readiness to embrace change, (c) collaboration, (d) teachers' beliefs and strategies for differentiating the curriculum, (e) leadership, and (f) autonomy and support.
Challenging Expectations: Case Studies of High-Potential, Culturally Diverse Young Children
Authors: Tomlinson Carol Ann , Callahan Carolyn M. , Lelli Karen M.
Published: September 2007

For an array of complex reasons, minority students and students from low-income backgrounds are typically underrepresented in programs for learners identified as gifted. Project START, a university/school district collaboration, identified and served high-potential, low-income and/or minority, primary age students based on multiple intelligence theory. Instructional and programmatic interventions also included multicultural emphases, language immersion, use of manipulatives, participation in mentorships, and a family outreach program. This article reports findings from eight case studies of START learners, and provides insights into factors that promoted success and discouraged success for these learners, both in the regular classroom and in transition to special services for gifted learners.

Minority students, particularly those from tow-income backgrounds, are typically underrepresented in programs for gifted learners (Baldwin, 1994; Frasier & Passow, 1994; U.S. Department of Education, 1993). This is the case for an array of reasons, including: limited and limiting definitions of giftedness, lack of culturally sensitive means of assessing potential, inadequate preparation of teachers in issues and practices related to an increasingly multicultural school population, and lack of awareness among teachers about ways in which potential in culturally diverse populations may be
Intellectual Contributions and Mutual Support among Developmentally Advanced Children in Homogeneous and Heterogeneous Work/Discussion Groups
Authors: Lando Bella Z. , Schneider Barry H.
Published: September 2007

To investigate previous claims that close association among gifted children provides them with the intellectual stimulation and socioaffective support they need, 32 eighth grade students (18 males and 14 females), divided according to their educational program placement, were observed working on various tasks in either homogeneous or heterogeneous ability groups. Homogeneously congregated gifted children in a self-contained program exchanged constructive types of knowledge and prosocial feedback significantly more frequently than either homogeneously grouped nonidentified students or heterogeneously mixed gifted and nonidentified youth. Gifted children within the mixed group tended to congregate among themselves; they varied widely in the frequency and nature of their interactions with nonidentified group mates.
Psychological Intensities in Young Gifted Children
Authors: Tucker Brooke , Lu Haferistein Norma
Published: September 2007

Emotional sensitivity and emotional intensity are well documented in gifted children. Dabrowski (1967, 1972) proposed that sensitivity and intensity were a part of these children's psychological makeup and instead of being indicators of neurotic imbalances, were positive potentials for further growth. These characteristics were displayed in gifted children through 5 overexcitabilities: psychomotor, sensual, intellectual, imaginational, and emotional. This theory was investigated using a. qualitative case study methodology. Data were collected on 5 young gifted children (ages 4 through 6) and analyzed using Dabrowski's 5 overexcitabilities as a theoretical framework. Results displayed that the 5 overexcitabilities were manifested in the children through behaviors in the classroom and at home. Results support the use of Dabrowski's theory in identifying and understanding some aspects of the behavior of young gifted children.