bluuebunny/crossref_metadata_2025 huggingface dataset:
Gifted and Talented Young Women: Antecedents and Correlates of Life Satisfaction
Authors: Hollinger Constance L. , Fleming Elyse S.
Published: September 2007

This study examined the antecedents and correlates of general life satisfaction as reported by 108 gifted and talented young women. Measures of socio-affective traits, instrumentality and expressiveness, and social self esteem were obtained across, three points in time; sophomore and junior years in high school and in young adulthood. The results of the longitudinal analyses supported the predicted centrality of instrumental self perception, not only to social self esteem but also to occupational confidence and general life satisfaction. Implications for counseling gifted and talented female adolescents are discussed.
On Coping and Defending: Applying Bruner's Personal Growth Principles to Working with Gifted/Talented Students
Authors: Culross Rita R. , Jenkins-Friedman Reva
Published: September 2007

Dealing succesfully with the changes and challenges associated with public recognition of giftedness is crucial for bright and talented students. In this article the authors critically examine popular approaches for working with gifted students in affective areas. They present two systems for helping gifted students handle the social-emotional tasks involved in actualizing their abilities and Explore implications of these systems for persons closely involved with gifted/talented students.
Effects of the Revolving Door Identification Model on Creative Productivity and Self-efficacy
Authors: Starko Alane J.
Published: September 2007

The study examined the effects of the Revolving Door Identification Model on student creative productivity and self-efficacy as regards creative productivity. Seventh and eighth grade students who had participated in RDIM programs for at least four years were compared with comparable students in a near-by district who received no services. Participation in an RDIM program and number of projects in school were identified as significant predictors of creative productivity outside school. RDIM students who did Type III projects were more likely to report that the project affected their career goals, improved research skills, led to a more positive attitude toward school, and increased insight into personal strengths and weaknesses than students not in the RDIM program who completed major school projects.
The Perceived Competence of Intellectually Talented Students
Authors: Chan Lorna K.S.
Published: September 2007

Upper primary gifted boys and girls were compared with nongifted children on self-perceptions of competence in four areas: cognitive, physical, social, and general self-worth. Gifted students perceived themselves as more competent than their nongifted peers in the cognitive and general self-worth areas, but not in the physical and social areas. Of the gifted children, those in a full-time segregated program had relatively lower perceived cognitive and physical competence than those in a part-time extension program. Sex differences were also observed.
Views of Self, Family Background, and School: Interviews with Artistically Talented Students
Authors: Clark Gilbert A. , Zimmerman Enid D.
Published: September 2007

Twenty IU Summer Arts Institute students, ages 13 through 17, were interviewed to learn more about their perceptions of their early art talent, adult and peer encouragement, position in their families, future expectations, interest in drawing, living environments, familiarity with artists, schooling, and art ability. Results of these interviews were compared with findings by Getzels and Csikszentmihalyi, Bloom, Chetelat, Taylor, and Guskin, Zimmerman, Okolo, and Peng. Similarities and differences were found between results of this study and findings by these researchers.
Personality Dimensions of Gifted Adolescents: A Review of the Empirical Literature
Authors: Olszewski-Kubilius Paula M. , Kulieke Marilynn J. , Krasney Noma
Published: September 2007

This article is an overview of the empirical literature on personality dimensions of gifted individuals. The literature review is focused around four key issues: differences between gifted individuals and same-age nongifted individuals; differences between gifted individuals and chronologically order, nongifted individuals; differences between gifted males and gifted females; differences between gifted achievers and under-achievers.
Family Environments of Underachieving Gifted Students
Authors: Rimm Sylvia , Lowe Barbara
Published: September 2007

A comparison of the family environments of a sample of 22 underachieving gifted students to those described in studies of eminent and gifted achievers provides some themes which can be helpful to the parents of gifted children. Family structure, climate, and values showed some similarities as well as some dramatic differences. The main themes applicable to parenting are: (a) extreme amounts of early attention may confer too early adult status and attention dependence, (b) consistency between parents is more critical than any particular style of parenting, (c) independence for home-work completion is characteristic of achievers, (d) parent interest in and satisfaction with personal careers and intrinsic learning must be specifically communicated to children in order to provide appropriate achieving role models, and (e) reasonable standards of family organization appear important for achievement.
Secrets of Award Winning Programs for the Gifted in Mathematics
Authors: Campbell James Reed
Published: September 2007

The objectives of this study were to identify high schools with well-developed programs for gifted students in mathematics and to isolate the key ingredients of such programs. The first objective involved analyzing data from 509 schools. Four stringent criteria were applied to isolate the top 2% of the schools, and these were labeled exemplary schools. Each of the exemplary schools had developed viable independent study research programs in mathematics. The key ingredients included the following: dynamic research-oriented math teachers, development of problem-centered courses that used no text or tests, active administrative support, active recruiting, and contact with nearby universities. None of the schools had above average facilities or extensive computer resources.
Evaluation Of A Full-Time Self-Contained Class For Gifted Students
Authors: VanTassel-Baska Joyce , Willis Gordon B. , Meyer Donna
Published: September 2007

Controlled studies of the effectiveness of gifted programs are rare. An evaluative study of the Depth gifted program in South Bend, Indiana, was out using a control group, pre-post measurement, and multiple outcome measures. It was found that on a general test of cognitive ability, program participants exhibited significantly higher gains than did controls, and participants rated the quality of their school life more highly at the end of the The study lends support to the benefits of self-contained gifted programs.
A Special Program for Highly Able Rural Youth in Grades Five and Six
Authors: Aldrich Phyllis W. , Mills Carol J.
Published: September 2007

There are many barriers to appropriate programming for highly gifted students in rural schools. This paper describes an attempt to overcome these barriers. Twp New York State County Boards of Cooperative Services (B.O.C E.S.) cooperated to begin a program for 32 fifth and sixth grade academically advanced students from 19 schools covering 2600 square miles. The local schools sent students one full day a week to one of five sites for advanced level study in humanities and science. Objective and subjective evaluation indicated that the model was successful. Now in its third year, serving 130 students, this model may serve as one approach for small, rural, geographically distant schools.
Outstanding and Average Teachers of the Gifted: A Comparative Study
Authors: Whitlock M. Sue , DuCette Joseph P.
Published: September 2007

A model of the characteristics of outstanding teachers of the gifted was developed and validated using a technique developed in industry that is based on intensive interviewing of current job holders who have been nominated by peers as possessing exemplary characteristics. Ten outstanding and 10 average teachers of the gifted were interviewed. Outstanding teachers of the gifted differed from average teachers of the gifted on several critical competencies: enthusiasm, self-confidence, being a facilitator, being able to apply knowledge, having a strong achievement orientation, commitment to the role of gifted educator, and building program support for the gifted education program.
Mentorships: Benefits and Effects on Career Development
Authors: Beck Lynne
Published: September 2007

The personal and academic benefits of a mentorship program, the Mentor Connection, and its effects on career development were investigated. The results indicated that the program had significant personal, academic, and career-choice effects on participants. A program which includes both classroom and mentorship experiences should be an integral part of gifted programs, and there is a critical need for female mentors.
Practitioner Objections to the Academic Acceleration of Gifted Children
Authors: Southern W. Thomas , Jones Eric D. , Fiscus Edward D.
Published: September 2007

Despite extensive recent reviews that fail to document harm from early admission and acceleration, many school districts are still reluctant to employ such educational techniques. This paper reports the results of a large, mailed survey of attitudes toward these practices as reported by coordinators of gifted, school psychologists, principals, and teachers (554 respondents) and a follow-up study that explored the origin of such attitudes. The major concern of all groups is the potential for harm to the social and emotional development of accelerants, though coordinators of programs for gifted and talented show significantly more positive views toward early admission and acceleration along every dimension. Personal experience (self or family member) with acceleration was most highly related to positive attitude toward the practice. Respondents viewed early admission and grade skipping as identical. This view, coupled with the prevalence of citations by practitioners of inadequately designed and inappropriately applied "early admission studies," presents an impediment to employment of any acceleration options. Implications for researchers and leaders in the field are discussed.
Child Adjustment and Parent Use of the Term "Gifted"
Authors: Cornell Dewey G.
Published: September 2007

The present study examines the relationship between child adjustment and parent use of the term "gifted." Mothers and fathers of 482 children enrolled in a university-based summer enrichment program were assessed on measures of self-concept, anxiety, and peer status. Although over 90% of parents indicated that they think of their child as gifted, approximately 25-30% of the parents refrained from using the term. Use of the term was not associated with IQ or number of years in a gifted program, but children whose parents used the term were consistently less well adjusted on both self-report and peer-report measures. Findings are discussed in the context of theories about the potentially adverse effects of positive labeling on child development. Methodological cautions about the interpretation of these findings are noted.
Gifted Children's Fears
Authors: Derevensky Jeffrey , Coleman Elaine B.
Published: September 2007

The present study investigated the fears of intellectually gifted children and compared them with those of children of normal intelligence. The results suggest that their fears are consistent with their developmental level, are realistic, and display considerable frustration, helplessness, and pessimism concerning their future. Their fears were found to be similar to those of older normal' children and to reflect advanced cognitive and social awarenesss. Suggestions and implications for classroom teachers are provided.
Leadership Positions and Sex Role Stereotyping Among Gifted Children
Authors: Karnes Frances A. , D'Ilio Victor R.
Published: September 2007

Forty-nine boys and 48 girls in grades four through six who were attending a program for intellectually gifted students were the subjects in this study. They were presented with a list of 34 leadership positions and asked whether men, women, or either sex could hold that position. Analysis of the findings indicates that boys tend to have more traditional sex role stereotypes than do girls. Implications for parents and teachers are discussed.
Screening and Identifying Students Talented in the Visual Arts: Clark's Drawing Abilities Test
Authors: Clark Gilbert
Published: September 2007

Categories of giftedness derived from the influential Marland Report (1972) include students who are gifted in the visual and performing arts. The research reported here describes development, testing, and use of a new instrument, Clark's Drawing Abilities Test, and its success in screening and/or identifying students for a visual arts program for artistically gifted students. The test was admmistered along with the Childrdn's Embedded Figures Test, and the results of both measures subsequently were compared to teacher ratings of students. Significant correlations were obtained among these three measures. Analyses of validity are reported here. Reliability is also reported as expressed in high correlatons among test items.
Computers and Gifted Students: An Effective Mathematics Program
Authors: Hersberger James , Wheatley Grayson
Published: September 2007

Computers were successfully integrated into the mathematics program of gifted fifth and sixth graders. Special emphasis was placed on learning to develop computer programs in order to develop skills in mathematical problem solving. Experience in problem solving with computers can aid in the early attainment of advanced mathematical concepts and can be used for early credit in college level computer science courses.
A Survey of Procedures Used for Identifying Gifted Learning Disabled Children
Authors: Boodoo Gwyneth M. , Bradley Charmaine L. , Frontera Roberto L. , Pitts Judith R. , Wright Lynda Brown
Published: September 2007

Since the early 1970s, concern for children who are both gifted and handicapped has risen dramatically. Books written about this emerging field deal with identification and programmatic concerns (e.g., Fox, Brody, and Tobin, 1983) and also with case studies illustrating the ways in which the two conditions may coexist (Whitmore and Maker, 1985). This research focuses on the problems involved in identifying the child who is both gifted and learning disabled (GLD). The state of the art is demonstrated by surveying procedures in use in Texas by special education and gifted programs. Results from the survey yield characteristics of GLD children that are consistent with observations in the litetature.
The Effects of Single Parenthood on School Achievement in a Gifted Population
Authors: Gelbrich Judith A. , Hare Evelyn K.
Published: September 2007

The most obvious social trend affecting families during the past three decades has been the steadily rising number of single-parent households. Research indicates that students from single-parent families demonstrate is lower levels of school achievement than their peers livinq in two-parent homes. However, the impact of single parenthood on gifted children has not been established. A study of children who recently attended the University of Oregon's Summer Enrichment Program for Talented and Gifted Students suggests that the school achievement of gifted students is negatively affected if they come from a single-parent household.
Perceived Need, Teacher Efficacy, and Teaching Strategies for the Gifted and Talented
Authors: Starko Alane J. , Schack Gina D.
Published: September 2007

The study investigated relationships among perceived need, teacher efficacy, and use of ten teaching strategies recommended for the gifted. It also examined differences between expert and novice teachers of the gifted by comparing patterns of need, efficacy, and use in 318 preservice teachers, classroom teachers, and teachers of the gifted. Data were gathered using a seven point Likert-scale questionnaire. Correlations between teacher efficacy and need and between teacher efficacy and use were consistently higher than those between need and use. Preservice teachers, classroom teachers, and teachers of the gifted were successfully separated by a function of need and efficacy, with the most potent contributions made by efficacy variables. Classroom teachers and teachers of the gifted were separated by a function of need, efficacy, and use, with the most powerful contributions made by use of strategies.
Educational Encouragement by Parents: Its Relationship to Precocity and Gender
Authors: Raymond Cindy L. , Benbow Camilla Persson
Published: September 2007

Family involvement and encouragement have significant impact on the eventual display of talent. In the display of mathematical talent, there are large gender differences (Penbow, 1988). Can differences in family encouragement given to gifted females and males help explain this gender gap? The present study addressed that question. It was an investigation into: (1) parental support and encouragement of quantitative and verbal pursuits for extremely mathematically or verbally talented students; (2) the relation of such behaviors to talent development and gender differences, and (3) possible differences in the process for modestly versus extremely gifted students. No major differences were found between parents of extremely precocious children and of modestly gifted children, except a greater paternal involvement for the extremely precocious. Our results did indicate that parents differentiate support as a function of child's talent domain but not as a function of gender. Parents' behaviors were somewhat stereotypical; fathers were more involved in quantitative areas, and mothers tended to be viewed as the primary source of encouragement in verbal areas. It was concluded that the stereotyped behaviors of parents may negatively influence subsequent achievement of gifted females in math/science.
Validation of a Short Form of the WISC-R with Accelerated and Gifted Hispanic Students 1
Authors: Ortiz Vicente Z. , Gonzalez Alexander
Published: September 2007

The summed scores of the WISC-R Similarities and Vocabulary subtests of the Verbal scale, and the Picture Arrangement and Block Design of the Performance scale, used as designated dyads, were cross-validated with the full scale WISC-R Scores for 96 Hispanic students participating in the program for the accelerated and gifted. Results indicate that the Similarities-Vocabulary and the Picture Arrangement-Block Design dyads are potentially useful tools for screening Hispanic students. However, school personnel are cautioned against using these test scores as the only criteria for the selection of Hispanic students for gifted classes.
Designing and Using Peer Nomination Forms
Authors: Banbury Mary M. , Wellington Bud
Published: September 2007

This article focuses on the interplay of four elements to be considered in designing and using peer nomination forms: purpose, characteristics of gifted and talented students, grade level, and item style. Screening, grouping for cooperative learning, discovering special abilities, and designing unique assignments are suggested as possible purposes. Student characteristics are discussed for a variety of orientations and special populations. Issues relative to grade level are introduced. Direct and disguised styles of item construction are explained. The article concludes with instructions for implementation and specific examples of peer nomination forms designed to accommodate a variety of purposes, student characteristics, grade levels, and styles.
Student Leaders' and Their Parents' Perceptions of the Home Environment
Authors: Karnes Frances A. , D'Ilio Victor R.
Published: September 2007

The Family Environment Scale was used to measure the perceptions of students who were attending a leadership training program and those of their parents. Significant differences were found on the Inpependence, Intellectual-Cultural Orientation, and Expressive-ness scales, with the student leaders scoring significantly lower than their parents. Suggestions were offered for developing leadership potential in the home based on the perceived differences. Directions for further research were explored.
Aspects of Personality and Peer Relations of Extremely Talented Adolescents
Authors: Dauber Susan L. , Benbow Camilla Persson
Published: September 2007

Exceptionally gifted students may be at risk for problems in social and emotional development. To discover if peer relations are affected by type and/or amount of giftedness, extremely mathematically or verbally talented 13 year-olds (top 1 in 10,000) were compared to modestly gifted students (top 1 in 20) of similar age on measures of popularity and peer acceptance, participation in group activities, and personality traits. The verbatly or mathematically talented students were also contrasted on the same measures. Virtually no differences in group activities or personality traits were found. In their ratings of peer perceptions, the modestly gifted group exceeded the extremely gifted, especially the verbally gifted, in being considered athletic and popular, and in social standing. The modestly gifted also rated themselves as more extroverted, socially adept, and uninhibited. Perceptions of peer ratings of importance and acceptance were higher for the mathematically than the verbally gifted. Thus, extremely precocious adolescents, especially the verbally precocious, may be at greater risk for developing problems in peer relations than modestly gifted youth.
Social Interaction and Metacognitive Development in Gifted Preschoolers
Authors: Moss Ellen
Published: September 2007

The preschool period has been identified as a critical period for the emergence of metacognitive skills. Vygotskian theory suggests that the use of planning, monitoring, and evaluation strategies which characterizes the independent performance of gifted school-age children may be most evident during the preschool period in social leaming contexts in which metacognitive functions are largely controlled by adults. The results of an observational study of collaboration styles of mothers and gifted preschoolers during problem solving are discussed in relation to Vygotskian concepts of the zone of proximal development, internalization, and the role of instruction in development.
Cognitive Profiles of Verbally and Mathematically Precocious Students: Implications for Identification of the Gifted
Authors: Benbow Camilla Persson , Minor Lola L.
Published: September 2007

Performance on tests of specific abilities commonly associated with intelligence was contrasted between 13-year-olds identified as extremely precocious (top 1 in 10,000) in either verbal or mathematical reasoning ability. Such students differ cognitively. Verbally precocious students scored higher on verbal and gerieral knowledge types of tests, and mathematically precocious students scored higher on tests of nonverbal reasoning, spatial ability, and memory. Results from the factor analysis of test scores (excluding memory test scores) yielded three factors: spatial/speed, verbal, and nonverbal. Mathematically talented students had higher scores on the nonverbal and speed factors; verbally talented students had higher scores on the verbal factor. Thus, at least two distinct forms of giftedness seem to exist (i.e., verbal and nonverbal). Their evolution, moreover, appeared to follow different developmental paths, consistent with Gagne (1985).
Credit and Placement Issues for the Academically Talented Following Summer Studies in Science and Mathematics
Authors: Lynch Sharon J.
Published: September 2007

The purposes of this study were to ascertain the proportion of academically talented students aged 12 to 16 who pursued appropriate school placement and/or credits for coursework completed at special summer academic programs, and to determine how their schools responded to their requests. In November 1986, 1215 students who attended science and mathematics classes sponsored by the Johns Hopkins University during the summer of 1986 were sent questionnaires regarding their subsequent status at their regular schools pertaining to credit and placement issues. Advanced placement was given more often than credit, although in most cases both were awarded, particularly for high school level coursework.
The Effects of Group Training Activities on Students' Initiation of Creative Investigations
Authors: Burns Deborah Elaine
Published: September 2007

This study examined the effects of group training and several environmental and personal factors on 515 students' decisions to initiate creative investigations in new gifted education programs. Forty-eight groups of above average ability students in grades 3-8 were randomly , assigned to either control or experimental groups. Students in the treatment group received seven lessons in organizing a creative investigation. Initiation of a creative investigation was the dependent variable. Parsonal variables and group membership were entered into a hierarchical discriminant function analysis in an effort to identify the strength of the treatment beyond the personal variables of grade, sex, self-efficacy, learning style preferences, achievement, and academic aptitude. All eight predictor variables proved significant and accounted for 22% of the variance between groups.
Concerns of Parents of Gifted Children: A Research Review
Authors: Keirouz Kathryn S.
Published: September 2007

This article provides an overview of the research on the problems and concerns of parents, of gifted and talented children. Six key areas are highlighted: family roles and adaptations, sibling relationships, parental self concept, neighborhood and community issues; educational issues, and development of the child. Sugggestions are given for the use of these areas as a framework for future educational and counseling efforts.
Predictors of Achievement in Mathematics for Gifted Males and Females
Authors: Olszewski-Kubilius Paula , Shaw Bill , Kulieke Marilynn J. , Willis Gordon B. , Krasney Noma
Published: September 2007

The purpose of this study was to examine the factors that are predictive of achievement in fast-paced mathematics classes for high abitity male and female adolescents. The predictive value of three categories of factors were explored: ability, previous experience and exposure to the content area, and individual student characteristics. These were used to predict three out comes: entry-level knowledge, learning during the program, and learning rate. Results showed. that outcomes for females were more predictable than for males. For both males and females, previous experience variables were the most important in predicting learning outcomes. For females, parental teaching and tutoring of others related to learning, whereas for males, participation in math clubs was the important previous experience variable.
Learning Preferences and Skill Patterns among Underachieving Gifted Adolescents
Authors: Redding Richard E.
Published: September 2007

The performance of achieving and underachieving gifted adolescents was compared on achievement subtests requiring either analytic/convergent or holistic / divergent cognitive processing Underachievers ex hibited a significant performance discrepancy between these two types of subtests that favored those requiring holistic rather than analytic information processing. The achievers showed no such discrepancy. Under achievers then, perform as well as as achievers on tasks which require holistic processing but do not perform as well on detailed or computational tasks which require precision, attention to detail, and/or convergent problem solving.
The Nature and Extent of Programs for the Disadvantaged Gifted in the United States and Territories
Authors: Patton James M. , Prillaman Douglas , VanTassel-Baska Joyce
Published: September 2007

This article reports results of a study designed to assess the nature and extent of programs for disadvantaged gifted learners in the 50 states and the United States' territories. The primary purposes of the study were: 1) to determine the philosophical and definitional considerations utilized by states in addressing issues related to the disadvantaged gifted, 2) to ascertain the major approaches to identification and program interventions utilized with these populations, and 3) to determine the level and extent of state funding patterns, policies, procedures, and program standards. The findings indicated that although states have been consistently positive in their philosophical orientation toward culturally diverse and low socioeconomic gifted students, they have lagged behind in incorporating these concerns for equity and pluralism into the definitional and funding structures of their gifted programs.
Predictors of Performance of Disadvantaged Adolescents in a Gifted Program
Authors: Skuy Mervyn , Gaydon Vanessa , Hoffenberg Sharon , Fridjhon Peter
Published: September 2007

This study investigated the relative value of different measures in selecting disadvantaged South Africans for an enrichment program. Results on the measures for 99 13-18-year-old students were intercorrelated with achievement in the Soweto Gifted Child Program (SGCP). Regression analyses indicated that 50-58% of the variance in performance in the SGCP was accounted for by several significant predictors; namely, two subtests (the Verbal Analogies Test and the Organiser) of the Learning Potential Assessment Device, school performance, and the combined Similarities subtests of the WAIS-R and WISC-R. For all measures which emerged as predictors, assessment of performance followed an opportunity for learning.
The Race is Not Necessarily to the Swift: Validity of WISC-R Bonus Points for Speed
Authors: Reams Redmond , Chamrad Diana , Robinson Nancy M.
Published: September 2007

To investigate speed as a factor in WISC-R performance, scores of 66 high-scoring (IQ 120 + ) and 36 average-scoring (IQ < 120) children were examined in a clinic for gifted children. Although significant mean group differences were found on all subtests, they were only marginal for Coding, which depends strongly on speed. On the three subtests using speed bonus points, the high-scoring group gave more correct answers, but on only one, Block Design, was there a trend toward more bonus points for speed. The results are interpreted as casting serious doubt on the utility of speed bonuses in tests of general intelligence with gifted children.
An Analysis of the Most Frequently Cited Gifted Journal Articles Since the Marland Report: Implications for Researchers
Authors: Carter Kyle R. , Lee Swanson H.
Published: September 2007

Over 500 separate journal articles were reviewed to identify the 25 most frequently cited articles between 1972, the year the Marland Report was published, and 1988. To qualify for the data base the article must have used the term "gifted" or some related term (e.g., "giftedness," "genius," "precocious") in the title or have been indexed by ERIC or Psychological Abstracts with that term as a descriptor. The 25 most frequently cited articles were compared to a random sample of 25 articles from the same data set on a number of characteristics (e.g., purpose, theoretical basis, topical area, research design, and statistical methods). In general, comparisons on these and other variables showed few differences between frequently cited and randomly chosen articles. In comparison to other psychological/ educational disciplines gifted articles were cited much less frequently and used less sophisticated research designs and statistical analyses. Furthermore, articles tended to lack either a theoretical or research basis. Implications of these findings for the discipline are discussed.
Five Years of Early Entrants: Predicting Successful Achievement in College
Authors: Brody Linda E. , Assouline Susan G. , Stanley Julian C.
Published: September 2007

This study evaluated the achievements of 65 young entrants as beginning undergraduates in a highly selective university. The group as a whole was found to be quite successful. Compared to nonaccelerants, the early entrants tended to graduate in a shorter period of time and earn more honors at graduation. For the early entrants, starting college with a large number of Advanced Placement Program credits was found to be the best predictor of outstanding academic achievement. It seems advisable for young college entrants to have Scholastic Aptitude Test scores and content knowledge equal to or greater than that of the typical freshman at the college the student will attend.
Identifying Gifted and Talented Students in an Alternative Learning Center
Authors: Osborne Janet K. , Byrnes Deborah A.
Published: September 2007

This study determined the percentage of students enrolled in a high school alternative learning center who were potentially gifted and talented. Alternative learning centers are designed for disruptive, disaffected youth who cannot or will not function in the regular high school setting. Scores in the top 5 % on the Otis-Lennon School Ability Test and/or the IBRIC Biographical Inventory academic, creative, artistic, and leadership sub-tests, as well as nominations by teachers and peers were used to identify potentially gifted and talented students from among 93 11th and 12th grade alternative learning center students. Eight (8%) of the 93 students were identified as potentially gifted and talented.
Educational Reform, Values, and Gifted Students
Authors: Gallagher James J.
Published: September 2007

Six major educational reforms are currently being proposed or are currently being implemented in the United States. These reforms-search for excellence, cooperative learning, middle schools, master teacher certification, site-based management and accountability-rest upon cultural values as much as on educational research, and each carries potential for positive or negative impact on education of gifted students. The positive and negative elements of each reform are reviewed in turn. Educators of gifted students need to take proactive steps to let other educators and citizens know of their contributions to general education and how these reform movements could be shaped for the maximum benefit of all.
Socioemotional Adjustment of Adolescent Girls Enrolled in a Residential Acceleration Program
Authors: Cornell Dewey G. , Callahan Carolyn M. , Loyd Brenda H.
Published: September 2007

This prospective study of adolescent girls enrolled in a residential early college entrance program investigated whether socioemotional adjustment could be predicted by prior personality and family characteristics. Adjustment was assessed from staff, student, and peer perspectives over the course of one academic year. Results indicate consistent predictive relationships between the Jackson Personality Inventory, the Self-Perception Profile for Adolescents, the Family Environment Scale, the Parent Adolescent Communication Scale, and four outcome adjustment measures. The importance of studying individual differences in how students adjust in acceleration programs is emphasized.
Underrepresentation of Minority Students in Gifted Programs: Yes! It Matters!
Authors: Smith Jocklyn , LeRose Barbara , Clasen Robert E.
Published: September 2007

The underrepresentation of minority students in programs for the gifted has been a source of concern for many years. Most recently, Van Tassel-Baska, Patton,- and Prillaman (1989) in a national survey found "... a clear underrepresentation of minority students, particularly Blacks, in gifted programs at the K-12 level ...."

Because there are so few studies dealing with the absolute efficacy of gifted programming in general, it is not surprising that fewer studies assess the impact of gifted programming on minority students. This paper combines data from two midwest cities to suggest that gifted programming has an impact on drop-out rates and college enrollment.

The data presented make it clear that minority students benefit from gifted programs and that their continuing underrepresentation in such programs is indefensible.
Gifted/Average Readers
Authors: Fehrenbach Carolyn R.
Published: September 2007

The purpose of this research was to compare the reading processing strategies of gifted readers with those of average readers. A random sampling, stratified by sex and grade level, was taken from a population of 300 eighth-, tenth-, and twelfth-grade students. Subjects included 30 females and 30 males. Fourteen reading processing strategies were identified using think-aloud protocols as a measuring instrument. The strategies used significantly more by gifted than by average readers were rereading, inferring, anatyzing structure, watching or predicting, evaluating, and relating to content area. The strategies used significantly more by average than by gifted readers were word pronouncing concern and summarizing inaccurately.
The Assessment of Creative Products in Programs for Gifted and Talented Students
Authors: Reis Sally M. , Renzulli Joseph S.
Published: September 2007

Formal evaluation of student products completed in programs for the gifted and talented seldom occurs. Few instruments exist for this purpose, and reliability and validity information is not often available for the instruments that do exist. In this article, the development of the Student Product Assessment Form is reviewed. A description of the results obtained from content validation procedures, reliability findings, scoring, and interrater agreement and reliability techniques are provided.
Personality Growth of Female Early College Entrants: A Controlled, Prospective Study
Authors: Cornell Dewey G. , Callahan Carolyn M. , Loyd Brenda H.
Published: September 2007

Many educators fear that early college entrance may be too stressful for young adolescents and therefore deleterious to healthy personality development. Advocates of acceleration point out the absence of research support for such concerns. In fact, the available evidence is not conclusive because previous studies: (a) often fail to use standard, well-validated personality measures; and/or (b) do not examine student adjustment both before and after a period of acceleration. The present study examined the adjustment of 33 female accelerants by administering the California Psychological Inventory at the beginning and end of their first academic year in a residential early college entrance program. Accelerants evidenced a surprisingly consistent pattern of healthy personality growth over the course of the year. Similar growth was not observed in a control group of capable nonacceferants attending traditional high schools.
Advocacy for Gifted Programs in the New Educational Climate
Authors: O'Connell Ross Pat
Published: September 2007

This article looks at gifted and talented education within the context of the ongoing discussions about educational reform. The author urges educators involved in gifted and talented education to become knowledgeable about the many efforts underway to improve education and to become active participants in the discussions underway at the local, state, and national level to transform American education. She argues that many of the innovations underway will have an impact on services to gifted and talented students.
Media Relations: What Every Advocate Should Know About the Tricks of the Trade
Authors: Alvino James
Published: September 2007

Effective use of media is an essential component of gifted program advocacy. Strategies for using media effectively include cultivating contacts with media personnel, targeting newsworthy content, and selecting an appealing format in which to feature the content. A gifted program's image can be enhanced by employing the Driver-Rider Matrix concept. The author provides practical suggestions for writing news releases and features, making radio and television presentations, conducting news conferences, and preparing a newsletter.
All In The Golden Afternoon: The Early Life of Charles L. Dodgson (Lewis Carroll)
Authors: McGreevy Ann
Published: September 2007

This paper analyzes the early life of the eminent children's writer and mathematical scholar, Charles Lutwidge Dodgson (Lewis Carroll). The author concludes that by examining the early years of eminent individuals, we are better able to analyze nurturing environments and document those qualities, characteristics, responses, and events that describe the phenomenon we call giftedness.
The Effect of Time Limits on Performance of Mental Rotations by Gifted Adolescents
Authors: Gallagher Shelagh A. , Johnson Edward S.
Published: September 2007

The mental rotation skill of mathematically talented male and female adolescents was measured with an altered test administration procedure so that students could complete the test after the time limit expired. This procedure was used to compare performance under traditional timed test conditions and conditions in which the effects of time on performance were minimized. A significant difference was found favoring males in both conditions. A comparison between Timed and Composite scores, however, showed that the male advantage decreased substantially when the effect of time was minimized.
Lesson Plan Analysis As a Program Evaluation Tool
Authors: Ferrell Barbara G.
Published: September 2007

The use of teacher lesson plans as a tool to measure program effectiveness was explored as a part of an overall evaluation of a gifted program in grades 1 to 6. A Lesson Plan Evaluation Form (LPEF) was developed to provide systematic quantitative data about classroom functioning that are usually obtained only through attitudinal surveys. One hundred thirty-seven plans from 15 teachers were analyzed. The lesson plan analysis yielded useful information about program functioning in a cost-effective manner. Data from the LPEF were consistent with data from more traditional evaluation tools. The use of lesson plan analysis as a tool to measure program effectiveness should be further investigated.
Do Teachers React to "Multiple Intelligences"? Effects of Teachers' Stereotypes on Judgments and Expectancies for Students with Diverse Patterns of Giftedness/Talent
Authors: Guskin Samuel L. , Peng Chao-Ying J. , Simon Mark
Published: September 2007

This research examined how teachers' judgments, expectancies, and decisions were influenced by hypothetical students' patterns of giftedness and demographic characteristics. The study involved 158 prospective and experienced teachers who responded to six 1-page scenarios of students with varying backgrounds (gender, race, and socioeconomic status) and ability patterns (analytic, verbal, social, creative arts, motor, and control). Responses to each student included 25 trait ratings, judgments of appropriate programming and resources, and predictions of adult success. The findings indicate differential predictions of success, recommendations for programming and resources, and trait ratings for those with different patterns of giftedness and talent. For several trait ratings, teachers' reactions to ability patterns appeared to be magnified when the pattern was inconsistent with gender, race, or social class stereotypes. Overall, the findings of this study suggest that teachers may be sensitive to "multiple intelligences" (Gardner, 1983) if they are exposed to a sufficient range of information about individual students.
Gifted Students' Conceptions of Academic Fun: An Examination of a Critical Construct for Gifted Education
Authors: Middleton James A. , Littlefield Joan , Lehrer Richard
Published: September 2007

Academic fun is hypothesized to consist largely of the degree of success an individual anticipates from an activity. In this context, "fun" relates to the levels of arousal and control perceived to be afforded by the task. Gifted elementary and middle school students' conceptions of academic fun were examined using repertory grid techniques (e.g., Kelly, 1955). Results indicate that students' conceptions of fun are highly similar across age and gender. However, differences in ratings of academic situations suggest that gifted boys view technology and computer activities as more fun than girls do. In addition, confirming many suspicions, age trends revealed that mathematics decreases in perceived fun as children progress through school.
Grouping Gifted Students: Issues and Concerns
Authors: Feldhusen John F. , Moon Sidney M.
Published: September 2007

Gifted and talented students need instruction at a level and pace as well as conceptual complexity commensurate with their advanced levels of ability and achievement. Grouping heterogeneously and providing cooperative learning in heterogeneous groups leads to lowered achievement and motivation as well as poorer attitudes toward school. Academic achievement of American youth is lower than the achievement of youth in many Asian and European countries. If we wish to sustain or increase the academic achievement of American youth they should be grouped for instruction according to ability and achievement levels, but grouping practices should be flexible, and rigid tracking should be avoided.
Educational Decision Making on Acceleration and Grouping
Authors: VanTassel-Baska Joyce
Published: September 2007

This article provides an overview of key issues emanating from research and practice on acceleration and grouping. The author focuses on the fundamental importance of these two provisions for the gifted, examines them in the current context of school reform, and recommends a set of decision-making guidilines for practitioners to adopt for each issue. Acceleration guidelines include an emphasis on progressive development of learning based on mastery in content areas, flexibility in entrance and exit requirements for courses, and opportunities for telescoping and grade skipping. Grouping guidelines stress flexibility, opportunities for various forms of grouping, and independent learning option.
Meta-analytic Findings on Grouping Programs
Authors: Kulik James A. , Kulik Chen-Lin C.
Published: September 2007

Meta-analytic reviews have focused on five distinct instructional programs that separate students by ability: multilevel dasses, cross-grade programs, within-class grouping, enriched classes for the gifted and talented, and accelerated classes. The reviews show that effects are a function of program type. Multilevel classes, which entail only minor adjustment of course content for ability groups, usually have little or no effect on student achievement. Programs that entail more substantial adjustment of curriculum to ability, such as cross-grade and within-class programs, produce clear positive effects. Programs of enrichment and acceleration, which usually involve the greatest amount of curricular adjustment, have the largest effects on student learning. These results doe not support recent claims that no one benefits from grouping or that students in the lower groups are harmed academically and emotionally by grouping.
The Impact of Early Entrance to College on Self-Esteem: A Preliminary Study
Authors: Lupkowski Ann E. , Whitmore Marjorie , Ramsay Annetta
Published: September 2007

In a study investigating the effects of an early entrance to college program on self-esteem, students in the Texas Academy of Mathematics and Science (TAMS) completed the Adult Form of the Coopersmith Self-Esteem Inventory (SEI) the week they began and again after one semester of participation in the program, a time period when the greatest changes in self-esteem would be anticipated. Overall differences between TAMS pretests and posttests were nonsignificant or negligible, indicating that the students' self-esteem did not change in a meaningful way during their first semester in the program. A number of items on the SEI showed significant changes, all in a negative direction. On the pretest, TAMS students did not differ significantly from subjects in SEI normative groups on any items. On the posttest, however, there were some differences in a negative direction. Observed changes in self-esteem may be attributed to the adjustment that all college freshmen experience when they leave home for the first time, as well as to changes in social comparisons.