bluuebunny/crossref_metadata_2025 huggingface dataset:
Simulating the Mechanical Properties of a Yarn Based on the Properties and Arrangement of its Fibers Part II: Results of Simulations
Authors: Van Langenhove Lieva
Published: November 2015

Part I established a theoretical model that was able to predict the stress-strain and torque-strain curves of a yarn. This second part evaluates the model. The influence of fiber and yarn parameters on the predicted values is also discussed. The most critical fiber property is the coefficient of friction.
FTIR Analysis to Study Chemical Changes in Wool Following a Sulfitolysis Treatment
Authors: Erra P. , Gómez N. , Dolcet L. M. , Juliá M. R. , Lewis D. M. , Willoughby J. H.
Published: November 2015

Sulfitolysis of wool keratin is important to many industrial processes, including shrink resistance, setting, and bleaching; its extent therefore requires rapid estimation. Currently, time consuming chemical analysis is used to convert the cysteine-S-sulfonate to cysteine and then to measure total cysteine colorimetricaily. Using ftir and the attenuated total reflectance (atr) method, our experiments quantify the relative amount of cysteine-S-sulfonate on the wool fiber surface. The cysteine-S-sulfonate (Bunte salt) shows a strong symmetrical stretching vibration at 1022 cm−1; working in the absorbance mode and taking second derivatives to enhance resolution allows changes in the amount of Bunte salt to be followed. The keratin Bunte salt is stable to acid but labile in alkali; a treatment with ammonium thioglycolate at pH 7.6 completely removes the Bunte salt. Results show the same trend as those obtained using the classical chemical method.
Reaction of a New Thiol Cationic Surfactant with Bunte Salt in Wool Fibers
Authors: Diz M. , Jocić D. , Infante M. R. , Erra P.
Published: November 2015

A new, effective, specific quaternary ammonium compound, N-dodecyl-amino-betaine-2-mercaptoethylamine hydrochloride (dabm), is synthesized to confer permanent characteristics (antimicrobial properties, improved dyeing and softening) on keratin material (wool, human hair). We have studied the reaction between bisulphite-treated wool and dabm as a function of time in a buffered medium, and monitor it with ftir/atr spectroscopy, which allows us to follow the changes in cysteine-S-sulphonate groups (at 1023 cm–1) located in the cuticula of keratin fibers. We believe dabm links permanently to keratin fibers, given the disappearance of the cysteine-S-sulphonate band during treatment. Trend approximation and corresponding functions are obtained for experimental data.
Evaluating Quasi-Clothing Heat Transfer: A Comparison of the Vertical Hot Plate and the Thermal Manikin
Authors: Satsumoto Yayoi , Ishikawa Kinzo , Takeuchi Masaaki
Published: November 2015

In earlier work, we used a vertical hot plate as a simple model of the human body, and it was important to determine whether or not our experimental results from the hot plate could really be applied to the body. Recently, thermal manikins have emerged as substitutes for the body, and this work tests whether or not the vertical hot plate can still be used as the substitute. Experiments are done with the abdominal segment of the thermal manikin and the vertical hot plate to investigate the effect of clothing construction factors like the size of air spaces and opening designs, open or closed, on quasi-clothing heat transfer. Results from the two methods agree with each other only when the size of the air space is 20 mm, and it is difficult to reproduce a setup with a precisely sized air space for the thermal manikin. The manikin has more experimental errors than the vertical hot plate, as clarified by results of the vertical hot plate model and the theoretical analysis that follows. The heat transfer coefficient of the open garment case is larger than that for the closed garment case, with proximity to the opening. In addition, the difference in the heat transfer coefficient is largest when the size of the air space is 10 mm. We have verified that the results of the vertical hot plate are helpful in understanding the results of the thermal manikin. Moreover, if the investigation of the effect of certain physical factors on heat transfer of quasi-clothing is performed analytically, it is not absolutely necessary to use a human model of actual dimensions, like a thermal manikin.
Strength and Crystalline Structure of Developing Acala Cotton
Authors: Hsieh Y.-L. , Hu X.-P. , Nguyen A.
Published: November 2015

Single fiber strengths and crystalline structures of greenhouse-grown Maxxa Acala cotton fibers at varying stages of development and at maturity are reported and compared with those of SJ-2 cotton fibers. Single fiber breaking forces of the Maxxa variety increase most significantly during the fourth week of fiber development; these increases correlate to the 60 to 90 mg seed fiber weight range. The forces required to break single fibers are similar for the SJ-2 and Maxxa varieties through the end of the fourth week of development. Beyond 30 dpa, both single fiber breaking forces and tenacities of the Maxxa cotton fibers are higher than those of the SJ-2 cotton fibers. Four waxd peaks located near 2θ angles of 14.7, 16.6, 22.7, and 34.4° are characteristic of the 101, 101, 002, and 040 reflections of cellulose I, respectively. The 002 peak intensity increases greatly during cellulose biosynthesis, indicating improved alignment of the glucosidic rings and improved order of atoms located within the glucosidic rings as the secondary cell wall thickens. The overall crystallinity and apparent crystallite sizes normal to the 101, 101, and 002 planes increase with fiber development for both varieties. Within each variety, the single fiber breaking forces are positively related to both the overall crystallinity and crystallite sizes. Between these two varieties, increasing breaking forces and tenacities appear to be related more to crystallite size than to crystallinity.
Controlling Nylon Dyeing by Dye and Chemical Metering
Authors: McGregor Ralph , Arora Manpreet S. , Jasper Warren J.
Published: November 2015

Closed-loop control of the dosing of dyes and chemicals is used to obtain an on-tone build-up of shade in dyeing polyamide fibers with a binary mixture of monosulfonated acid dyes. Computerized dosing pumps control the pH, the dyebath concentrations of the individual dyes, and the total sorption of each dye during the process. This real-time, closed-loop adaptive control yields good reproducibility and uniform shade build-up in a laboratory dyeing machine. It is possible to reuse a dyebath containing residual dyes and chemicals from a previous dyeing.
Torque-Balanced Singles Knitting Yarns Spun by Unconventional Systems
Authors: Tao X. M. , Lo W. K. , Lau Y. M.
Published: November 2015

This paper is the first part of a series reporting on the recent development of a yarn modification process to produce torque-balanced singles spun yarns. Taking advantage of the core-sheath structure of unconventionally spun yarns, we have developed a yarn modification process and applied it to singles yarns spun by rotor spinning, producing torque-free singles yarns from 100% cotton fibers. The spirality of the resultant single jersey knit fabrics is greatly reduced or, in some cases, completely eliminated. Properties and performance characteristics of both parent and modified yarns, as well as their resultant fabrics, are evaluated, including yarn tensile properties, surface properties, handle, air permeability, burst strength, and pilling resistance of the fabrics.
Animal Fiber Analysis Using Imaging Techniques
Authors: Robson D.
Published: November 2015

Characteristic scale pattern data from batches of two fiber types commonly found in blends are gathered using imaging techniques applied to fiber surface images captured directly from a SEM. A database of fiber information is established, and linear discriminant statistical techniques are used to investigate the integrity of the data representing each fiber type. “Unknown” fiber classification strategies based on fiber type linear demarkation functions are employed with some success.
Multirate Predictive Control with Nonlinear Optimization Application to a Thermal Process for Batch Dyeing
Authors: Koncar Vladan , Koubaa Mohamed Ali , Legrand Xavier , Bruniaux Pascal , Vasseur Christian
Published: November 2015

In this paper, we present a new approach to multirate predictive control with a multiple reference model in order to control commercial processes with nonlinear models, such as batch dyeing thermal processes. The time delay problem is resolved successfully by using multirate predictive control, and we introduce nonlinear optimization based on an augmented Lagrangien objective function to minimize the multirate predictive control quadratic criterion in the case of the nonlinear plant model. Moreover, the multirate approach improves predictive control robustness. The results of our study are used to simulate nonlinear thermal plant control with very good results. For this reason, our future work will use this method to control a batch dyeing process.
Torque-Balanced Singles Knitting Yarns Spun by Unconventional Systems Part II: Cotton Friction Spun DREF III Yarn
Authors: Lau Y. M. , Tao X. M.
Published: November 2015

This paper is concerned with the application of a modification process to cotton friction spun singles yarns. The experimental results show that the yarn modification process can effectively reduce or eliminate residual torque in dref-III singles yarns as well as fabric spirality in plain knitted structures. The properties and performance characteristics of yarns and fabrics are evaluated, including hairiness, diameter, evenness, tensile properties, and twist liveliness of the yarns, and thickness, weight, air permeability, thermal conductivity, bursting strength, and pilling resistance of the fabrics. The effects of yarn production parameters, relaxation, and modification processes are also discussed.
Effect of Catalysts on the Thermal Characteristics of Cotton Citric Acid DP Finishes
Authors: Trask-Morrell Brenda J. , Andrews B. A. Kottes
Published: November 2015

Citric acid-based durable press finishes catalyzed with various levels of sodium hypophosphite, sodium phosphate, or sodium phosphite have been studied systematically. Thermal characteristics are compared, beginning with visual examination of the thermograms and quantitation of multiple parameters primarily from thermogravimetric analyses, and combinations of parameters are examined in three-dimensional graphs. Such combinations are successfully used to distinguish between finishes and assess finish levels. Comparisons of samples from this series with those of previous studies show that each sample is unique. Finish identification depends critically on the catalyst used, and therefore these citric acid finishes can be recognized as different from finishes based on 1,3-dimethylol 4,5-dihydroxyethyleneurea (dmdheu) and magnesium chloride/citric acid catalyst. Successful identification of specimens using only thermoanalytical techniques is an indication that quality control in textile mills is feasible with these procedures.
Lawyers in the Field
Authors: Hasser Neil
Published: November 2015

The weather during the harvest season in Virginia can be brutal. During one of the worst heat waves in decades, with temperatures soaring above 100 degrees, we were notified about a farmworker named Juan who had died in the field. We left immediately for the camp to speak with other workers about the circumstances. The day before, the grower had been visited and warned by an official about failing to provide drinking water and cups for the workers, not the first time he had received warnings of field negligence. Even on days when water was available, access could be difficult. When the water truck would drive by, workers in the field had to quickly grab one of the vegetables they were picking, cut it in half to use as a drinking cup, and run after the water truck before it left for the adjoining field. We also learned about the implicit understanding between this man's crewleader and the workers: choosing when to take a rest on your own meant no work the following day. You would also be one step closer to being blacklisted from future employment. When Juan had finally reached his physical limit that day, he asked for some time to rest inside the bus, but it was too late. He later died at the hospital from what appeared to be the effects of heat exhaustion. It remains to be seen whether Juan's family will receive any compensation.
Approach and Avoidance Motivation as Predictors of Achievement Behavior in Physics Instructions among Mildly and Highly Gifted Eighth-Grade Students
Authors: Ziegler Albert , Heller Kurt A.
Published: November 2015

An investigation was undertaken to test the predictive power of motivational variables in introductory physics courses completed at German college preparatory high schools. Dependent variables consisted of achievement assessments, self-perceptions of competence, motivational variables, and intended electives. Achievement differences were influenced by the talent variable; no significant influence could be registered for approach motivation or avoidance motivation. In contrast, approach motivation did have a positive influence on self-perceptions of competence and intended elective choices but not on the motivational factors.
Creating Culturally Responsive Classrooms for Gifted African American Students
Authors: Ford Donna Y. , Howard Tyrone C. , Harris J. John , Tyson Cynthia A.
Published: November 2015

The need to more effectively teach and meet the needs of culturally, racially, and linguistically diverse students occupies a great deal of attention in the field of education. In gifted education, much of the discussion centers on the underrepresentation of diverse students in programs and services for gifted students, with a growing body of work focusing on issues of underachievement among these students. In this article, we contend that one solution to these two issues is for schools to create culturally responsive classrooms. We describe the needs of diverse students, give several rationales for creating culturally responsive classrooms, and provide recommendations for creating classrooms that affirm diverse students.
Reconciling Contradictions: Identity Formation in Individuals with Giftedness and Learning Disabilities
Authors: Dole Sharon
Published: November 2015

Our knowledge is extremely limited regarding the educational experiences of students who are gifted with learning disabilities, and there has been no research on how these dual exceptionalities affect identity formation. To address this gap, qualitative narrative inquiry was used to explore identity formation in 4 college students who are gifted with learning disabilities. The themes that resulted from the analysis of the narratives fell under 2 categories: (a) contextual and (b) personal. Under the contextual category, 2 themes emerged in the data analysis as being integral to the identity formation of the participants: support systems in the way of family, teachers, mentors, and friends and involvement in extracurricular activities, volunteer work, and jobs. The life stories suggested 4 personal themes in identity formation: self-knowledge, self-acceptance, self-advocacy, and self-determination. Educational and psychological implications are discussed and recommendations suggested for further research.
Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field
Authors: Kitano Margie K. , Pedersen Katie S.
Published: November 2015

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.
Social Coping among Gifted Elementary School Students
Authors: Swiatek Mary Ann
Published: November 2015

Research has indicated that gifted adolescents use a variety of measurable social coping strategies to mitigate perceived negative social effects of being identified as gifted in school. The precocious development of gifted children suggests that similar strategies also might be used by gifted elementary school students. Two studies of gifted 3rd through 7th graders who enrolled in a summer academic program explored the possibility that social coping strategies can be adequately measured among gifted elementary students. Study 1 provided a good replication of results from studies of gifted adolescents, and Study 2 replicated Study 1. Six social coping strategies, very similar to those identified in studies of gifted adolescents, were identified: denying giftedness, minimizing focus on popularity, social interaction, humor, conformity, and denying an impact of giftedness on peer acceptance. The last two scales were unreliable with young students, however. No consistent gender differences in social coping were found, but comparisons by grade level indicated that older students are more focused on popularity than are younger students.
Doing Grounded Theory Research with Gifted Students
Authors: Peine Marie E.
Published: November 2015

Many of the reports we read about qualitative research make use of succinct labels to describe the processes that are used in analyzing and reporting study results. The purpose of this paper is to make qualitative research more understandable by providing details about the procedures that were used in one project to develop grounded theory.
Meta-analysis and Gifted Education
Authors: Asher William
Published: November 2015

This article discusses meta-analysis in the context of research in gifted education. It provides the rationale for encouraging meta-analytic reviews, rather than narrative reviews, to synthesize the research in a given area. The article summarizes the results of reported meta-analyses retrieved from electronic databases and provides guidelines for conducting a meta-analysis and suggested resources for additional information.
The Effects of Grouping Practices and Curricular Adjustments on Achievement
Authors: Tieso Carol
Published: November 2015

The purpose of this study was to examine the effects of curricular (textbook, revised, and differentiated) and grouping (whole, between, and within-class) practices on intermediate students' achievement in mathematics. A pretest-posttest, quasi-experimental design using a stratified random sample of 31 teachers and their students ( N = 645) was used in this study. Achievement data were collected using a curriculum-based assessment. Repeated measures analysis of variance was employed to investigate the effects of grouping arrangements and curricular design on the treatment and comparison group posttest scores. Results indicated significant differences, F (5, 246) = 22.618, p <. 001, between comparison and revision treatment groups on the posttest after adjusting for grade level (4 or 5). Further results indicated significant differences, F (11, 673) = 41.548, p <. 001, among all treatment groups after adjusting for grade level.
Education without Compulsion: Toward New Visions of Gifted Education
Authors: Grant Barry
Published: November 2015

The aim of this paper is to induce doubt about the ethical rightness of compulsory education laws and inspire educators to imagine and begin to make a world in which there are many different forms of gifted education. The paper does this in three ways. It paints a polemical picture of gifted education as a minor variation on public schooling and describes the contradictions and limitations this entails. It presents a short history of education in the United States to support the claim that compulsory schooling aims to shape the character of children in the interests of religion, government, corporations, and other groups. It argues that compulsory schooling is inconsistent with the liberal democratic value of the right to self-determination. The paper also offers a conception of education for self-development as one vision of what gifted education could be were it freed from the strictures of compulsory schooling.
A Factorial Representation of Suicidal Ideation among Academically Gifted Adolescents
Authors: Cassady Jerrell C. , Cross Tracy L.
Published: November 2015

Suicidal ideation assessment has been employed as an early screening method for identifying adolescents who are at risk for engaging in suicidal behaviors. While recent evidence has emerged that gifted adolescents do not have a higher rate of suicidal ideation, research on the psychological and personality characteristics of gifted youth have demonstrated that they differ from nongifted students in their mental representations of self. Therefore, this study examined the factorial representation for suicidal ideation among an academically gifted population. The results reveal the structure of suicidal ideation for the gifted sample in this study differs from the established normal sample. Further, the factorial representation outlined for suicidal ideation in the gifted sample supported the suicide trajectory model (Stillion & McDowell, 1996), providing a theoretical base for future intervention and refined assessment.
The Social Coping Questionnaire: An Examination of Its Structure with an American Sample of Gifted Adolescents
Authors: Rudasill Kathleen Moritz , Foust Regan Clark , Callahan Carolyn M.
Published: November 2015

Gifted students report that they are often perceived differently than nonidentified students (Cross, Coleman, & Stewart, 1993); thus, they employ social coping strategies to manipulate the visibility of their giftedness. The Social Coping Questionnaire (SCQ; Swiatek, 1995) was designed to assess these strategies. This study's purpose was to examine the SCQ's factor structure with a sample of 600 younger (grades 5–7) and older (grades 8–11) gifted boys and girls in the U.S. and determine the tenability of the factor structure across age and gender groups. Participants' scores were randomly assigned to either exploratory factor analysis (EFA) or confirmatory factor analysis (CFA). Findings from EFA were tested with CFA. Together, these analyses revealed 6 factors. Factor loading patterns from multigroup analyses indicated differences between age and gender groups, and suggested that future investigations of gifted students' social coping strategies include careful examination of the data for factor structure changes that are unique to the sample.
Cognitive Style Difference and the Underrepresentation of Mexican Americans in Programs for the Gifted
Authors: Leon Josie De
Published: November 2015

Culturally related differences in cognitive styles could be incompatible with behavioral expectations, criteria set by school programs, and assessment instruments used in determining giftedness. Consequently, some children are overlooked by identification procedures that do not take into account cognitive style differences, or which are geared toward one particular style.

Witkin's research on cultural factors affecting the development of styles and research related to Mexican Americans is discussed first. Next, the learning characteristics of field dependents and field independents are examined to establish differences. Finally, the concept of giftedness, school expectations in identification, and assessment instruments are analyzed for their relationship to cognitive style preference.
Changes in Parent and Peer Relationships between Childhood and Adolescence: A Research Agenda for Gifted Adolescents
Authors: Montemayor Raymond
Published: November 2015

Research on the transformation of relations that non-gifted children have with their parents and peers as they go through puberty is examined. Two broad changes are noted: first, adolescents spend more time with peers than parents and find these relations more satisfactory; second, within their families, adolescents become more powerful and mothers less. These alterations may be the result of adolescent physical and cognitive development. The little research that exists on these phenomena for gifted adolescents is examined, and four research questions which compare gifted and non-gifted adolescents are posed. First, how similar is the pattern of development? Second, does the pattern unfold at the same pace? Third, are the processes through which separation and autonomy expressed similar? Fourth, are the causes alike? The need for research on the relations that gifted adolescents have with peers and parents is emphasized.
Teaching Public Issues to Gifted High School Students: The New Jersey Governor's School Approach
Authors: Harvey William B.
Published: November 2015

The New Jersey Governor's School is described in this article. The school is designed to foster global awareness, be forward-looking, emphasize certain generally accepted values, foster a sense of personal responsibility, provide an experience to enhance student growth and development, and to emphasize student participation. The learning environment is described with reference to the community life, intensive courses, Evening Series, and the Integrative Seminar. The article concludes with a discussion of the futures oriented programatic base.
New Orleans Center for the Creative Arts: Program Descriptions and Student Perceptions
Authors: Kaufmann Felice A. , Tews Thomas C. , Milam Cheryl P.
Published: November 2015

This article describes the goals and operations of the New Orleans Center for the Creative Arts, a public high school and career training program for students who are talented in theater, creative writing, music, dance and visual arts. Program goals, selection of students and faculty, curriculum content and counseling procedures are delineated. The second half of the article discusses the results of a survey of student perceptions of the impact of the program on various aspects of their lives. Recommendations generated from both the program description and the survey are presented.
Discovery and Recognition of the Artistically Talented
Authors: Wenner Gene C.
Published: November 2015

The National Foundation for the Advancement of the Arts is a program designed to provide national recognition and support for artistically talented youth. This article focuses on the Arts Recognition and Talent Search Program (ARTS) and describes the procedures and guidelines used in the search.
Validity of the Woodcock-Johnson Tests of Cognitive Ability for Gifted Children: A Comparison Study with the WISC-R
Authors: Ingram Gregg F. , Hakari Lana J.
Published: November 2015

In order to determine the concurrent validity of the Woodcock-Johnson Tests of Cognitive Ability (WJTCA) in relation to the Weschler Intelligence Scale for Children-Revised (WISC-R) for elementary school children identified as gifted, and two tests were administered to 33 subjects in a counterbalanced fashion. The subjects were selected based on three factors: (1) parent and/or teacher judgments; (2) parental permission to test; and (3) a standard age score of 120 or above on a group intelligence test. Pearson Product-Moment Corelation Coefficients were calculated between all combinations of WISC-R IQ's paired with WJTCA cluster scores. A significant relationship was found to exist between the two tests’ full scale scores. Most of the WJTCA clusters correlated significantly with the WISC-R Scale IQ which suggests a high verbal loading on the WJTCA.
Gifted Students Meet the Institutionalized Elderly: Learning about Aging and the Aged in a Rural Nursing Home
Authors: Slotnick H.B. , Reichelt Carolyn R. , Gardner Russell
Published: November 2015

Gifted eighth grade students in a rural Minnesota school district participated in a volunteer-run educational program simultaneously addressing their needs for an enhanced, stimulating educational experience and the needs of institutionalized elderly people for psychosocial stimulation. This article reports the successful impacts of the program on the students; students showed cognitive growth, and enjoyed interpersonal development through interactions with persons whom they would otherwise not encounter. The project's successes and problems encountered in its implementation are described within the framework of the developmental stages of groups.
Development of Intuition in the Gifted
Authors: Brown Gail W. , Wolf Joan S.
Published: November 2015

With a broadened definition of giftedness including creativity, there has been increasing attention to the role of intuition and creative imagery in programming for the gifted. Procedures that help develop the intuitive function are described and the relationship between creativity and imagery are noted. Classroom strategies for developing creativity and intuition are discussed.
Appreciating Children's Aesthetic Ways of Knowing: An Interview with Elliot Eisner
Authors: Buescher Thomas M.
Published: November 2015

Educating children and adolescents who have exceptional academic and artistic abilities challenges traditional modes of curriculum design and instruction. One reason for this problem is the narrow view educators often take of ‘knowing’, casting it in singular rather than interactive disciplines and ways of representation. Elliot Eisner has urged a more radical point of departure for thinking about the mind by recognizing how aesthetic ways of knowing can expand the richness of every student's intelligence.

Elliot Eisner Ph.D. is a distinguished professor of Education and Art at Stanford University. He is widely regarded for his thinking and research in the diverse fields of art education, curriculum development, and educational evaluation. Professor Eisner's current work focuses on aspects of children's artistic development and the use of artistic criticism as a means of evaluating educational practices. He has edited Learning and Teaching: Ways of Knowing, the 1985 Yearbook of the National Society for the Study of Education.
The C3 Model: Resolving Critical Curricular Issues Through Comprehensive Curriculum Coordination
Authors: Sato Irving S.
Published: November 2015

Three critical curricular issues currently hinder many gifted/talented programs: Fragmentation, or disjointed curricula; limited availability of truly appropriate or legitimate curricula for the gifted/talented either commercially or locally; lack of systematic planning to improve curricula for the gifted/talented. The C3 Model (Comprehensive Curriculum Coordination) is one way of resolving these issues on a long-range basis through developing five curriculum products in sequence: (1) Long-range curriculum development/improvement plan, (2) curriculum framework, (3) scopes and sequences, (4) course descriptions, and (5) skeletal unit plans.
Problem Finding in Creative Writing: An Exploratory Study
Authors: Starko Alane J.
Published: November 2015

This exploratory study examines the techniques used to generate and select topics for creative writing in each of the following groups: professional writers, high school students identified as having specific interest and ability in creative writing, high school students in above average English classes, and high school students in average English classes. Subjects were presented with a variety of stimuli and asked to generate ideas for potential writing projects, select their best idea, and reflect on strategies used to generate and select ideas. Eight problem finding and eleven problem selection strategies of student writers were identified. Significant differences in the number of ideas generated were found by both group and sex, with more able writers generating more ideas than less able writers, and girls producing more ideas than boys.
The Skills Reinforcement Project (SRP): An Academic Program for High Potential Minority Youth
Authors: Lynch Sharon , Mills Carol J.
Published: November 2015

Forty-five sixth-grade students from Pasadena Unified School District who had scored in the 80–96 percentiles on the California Achievement Test (CAT) participated in a Skills Reinforcement Project (SRP) designed to increase achievement in mathematics and language arts. A matched Comparison Group also participated in this study. The subjects' ethnic, racial and socioeconomic composition mirrored the overall population of the Pasadena Unified School District which has a high proportion of blacks and Hispanics, as well as socioeconomically disadvantaged children. The SRP had three phases of academic instruction—classes on Saturdays in the spring and fall and a two-week summer residential component. Both the SRP and Comparison Groups were pretested and posttested with the CAT, with the SRP Group making significantly greater gains in mathematics, but not in reading. As a result, many SRP students qualified for screening into Pasadena Public Schools' program for the gifted without recourse to affirmative action measures.
Gifted and Learning-Disabled Gifted Students' Knowledge and Use of Mathematical Problem-Solving Strategies
Authors: Montague Marjorie
Published: November 2015

The purpose of this study was to investigate students' cognitive and metacognitive knowledge of mathematical problem solving. Six students who had been identified as gifted or learning-disabled gifted were interviewed about their math problem solving. Videotape-stimulated recall was used as part of the interview process to help students reconstruct their problem-solving activities and recall strategies they know about and use during mathematical problem solving. Students solved seven novel and textbook problems, viewed themselves solving the problems, and responded to questions pertaining to problem-solving processes and strategies. Observations of performance and examination of interview transcripts provided insight into students' strategies and performance patterns. The importance of understanding characteristics of good problem solvers for designing effective instruction for less proficient problem solvers is emphasized. Several instructional recommendations are provided.
The Social Cognition of Gifted Adolescents in Schools: Managing the Stigma of Giftedness
Authors: Cross Tracy L. , Coleman Laurence J. , Terhaar-Yonkers Marge
Published: November 2015

A study of the effects of schooling on the social cognition of gifted adolescents is reported. A student attitude questionnaire (SAQ) exploring the cognitive behavioral strategies utilized to manage the stigma of giftedness was developed after conducting phenomenological interviews of fifteen gifted adolescents attending the Tennessee Governor's Schools (Coleman et & Cross, 1988). The questionnaire asked subjects to respond to six scenarios described as potentially stigmatizing events during the normal school day. Five common strategies noted during the interviews were provided as options in each of the scenarios. The data reported herein are based on the responses of 1,465 students over a two-year period. The patterns of responses suggested that gifted adolescents utilize the five strategies to differing degrees across situations. Situations most closely associated with test performance seemed to elicit the greatest variation in coping strategies, while those primarily reflecting social situations showed a consistently narrow range of strategies. The “placate” coping strategy was the most frequently used across the school-based scenarios.
Unfair Expectations: A Pilot Study of Middle School Students' Comparisons of Gifted and Regular Classes
Authors: Clinkenbeard Pamela R.
Published: November 2015

Students in a sixth grade gifted class were asked to write an essay comparing and contrasting their experiences in gifted classes and regular classes. This data was collected as part of a semester-long qualitative study of motivation patterns in middle school gifted classrooms. The specific intent of the essay assignment was to address the special issues in motivation which arise when a child is labelled “gifted” and placed in a classroom full of intellectual peers. Responses were analyzed and clustered into themes via group consensus. A major theme expressed by students was that teachers and peers outside the gifted class seem to have unfair expectations for the gifted students. Specific topics included grading, group work, lack of acknowledgement for effort, treatment by peers, and teacher expectations.
Identification of Young Gifted Students
Authors: Shaklee Beverly D.
Published: November 2015

Among the critical issues in gifted child education which have emerged from the 1980s is the failure to appropriately identify and adequately program for primary gifted children. This paper examines the problems embedded in the accurate assessment of exceptional potential in populations of young children from minority and/or economically disadvantaged settings. Assessment issues are examined in the light of recent research on developmentally appropriate evaluation of young children. Historical and current practices are reviewed and descriptions of two innovative approaches to non-traditional assessment of young children are provided.
Academically Talented Students' Preparation for Advanced-Level Coursework after Individually-Paced Precalculus Class
Authors: Mills Carol J. , Ablard Karen E. , Lynch Sharon J.
Published: November 2015

Nine months after participating in a three-week individualized, flexiblypaced precalculus course, 239 academically talented students who received placement into a subsequent advanced math course in regular school (placement course) completed a questionnaire which assessed: (a) perceived preparation for advanced level work, (b) grades received in the placement course, and (c) perceived challenge of the individually-paced course relative to the placement course. Responses indicated that students experienced greater challenge in the individually-paced precalculus course than in their school placement course. Self-reported grades, as well as students' perceptions of their preparation for advanced level coursework suggest that individually-paced courses prepare students to be successful in placement courses in their schools. Mathematics courses which allow students to proceed at a pace of learning matched to their abilities, followed by appropriate placement in their schools, provide an educational opportunity to meet the special academic needs of talented students.
A Phenomenological Study of the Social/Emotional Characteristics of Gifted Learning Disabled Children
Authors: Vespi Laurel , Yewchuk Carolyn
Published: November 2015

The purpose of this study was to explore the social/emotional development of gifted learning disabled students using a phenomenological approach. A series of interviews was conducted with four gifted learning disabled boys aged nine to twelve, their parents, and their teachers. Using procedures recommended by Colaizzi (1978) and Kruger (1979), themes were extracted from the interviews, and then grouped into categories to provide an overall description of the characteristics of gifted learning disabled children's social/emotional development. After comparing these characteristics to those of gifted children and learning disabled children, implications were drawn for educational programming and future research.
The Cognitive Experience as a Psychological Basis of Intellectual Giftedness
Authors: Shavinina Larisa V. , Kholodnaja Marina A.
Published: November 2015

This paper argues that cognitive experience is a psychological basis of intellectual giftedness and a type of representation (i.e., how an individual sees, understands, and interprets what is going on in the surrounding reality) is a proto-phenomenon of intellectual life of a person. The essay critiques existing approaches in psychology of giftedness, introduces our own approach, and presents an exploratory experimental psychological study comparing “gifted” high school students with “average” high school students in physics and mathematics.
The Vanx Hiele Model of Geometric Understanding and Mathematically Talented Students
Authors: Mason Marguerite M.
Published: November 2015

Mathematically talented students typically begin the traditional precalculus sequence by completing Algebra I in seventh grade or earlier. Consequently, they enroll in geometry early based on their successful completion of Algebra I. Little or no attention is paid to their readiness for geometry as indicated by such measures as their van Hiele level of geometric understanding. Logical reasoning ability is a characteristic often used to identify mathematically talented students, but how it applies to reasoning about geometry is unknown. This study investigated the geometric understanding and reasoning about geometry of mathematically talented students in the sixth through eighth grades prior to a formal course in geometry. This paper describes and analyzes the responses from 120 students who completed the van Hiele Geometry Test, developed by the Cognitive Development and Achievement in Secondary School Geometry Project (Usiskin, 1982), and 64 students who participated in 30–45 minute individual interviews, using an abbreviated version of Mayberry's van Hiele protocols.
Naming Gifted Children: An Example of Unintended “Reproduction”
Authors: Peterson Jean Sunde , Margolin Leslie
Published: November 2015

We asked classroom teachers from two middle schools in a Midwestern community (the teachers were Anglo-American but were teaching a sizable Latino minority) to recommend students for a temporary program for the “gifted.” Although teachers were given no guidelines for selection, they had no trouble discussing “giftedness” as a concept; nor did they have difficulty identifying “gifted” children. Their language revealed that they used the existing ideals and moralities of the dominant culture as their guide in assessing children's giftedness. Latino children, and those from other minority groups, were passed over. Nowhere in the discussion of “giftedness” did the teachers consider that their criteria for “excellence,” “talent,” and “ability” were culturally determined. Instead, teachers treated “giftedness” as if it were absolute, universally agreed upon, transcontextual and transcultural. These results show that vigorous and creative teacher education is needed to ensure proportionate representation of nonmainstream cultural groups in selective programs, and that teachers, who are often vocally opposed to social and educational inequities, unwittingly support the existing social order.
The Application of Enrichment Clusters to Teachers' Classroom Practices
Authors: Reis Sally M. , Gentry Marcia , Maxfield Lori R.
Published: November 2015

This study investigated the impact of providing one type of gifted education pedagogy, enrichment clusters, to the entire population of two urban elementary schools. Enrichment clusters provided a regularly scheduled weekly time for students to work with adult facilitators to complete a product or provide service in a shared interest area. Teaching practices of classroom teachers who participated as cluster facilitators were affected both in the enrichment clusters and in regular classrooms. Challenging content was integrated into 95% of the clusters through teaching specific authentic methodologies, advanced-thinking and problem-solving strategies. Approximately 60% of the teachers who facilitated clusters transferred some of the strategies used in clusters into their regular classroom practices.
A Shift to Identity: A Journey to Integrity in Gifted Education
Authors: Armenta Celine
Published: November 2015

After exposing some opposing principles in the practice of gifted education, this article proposes approaching giftedness as an identity issue. This shift of focus could reconcile opposing approaches, build congruence and strength in our field, and better serve the gifted population. To illustrate the feasibility of this approach and its potential outcomes, the article draws examples from the field of lesbian and gay studies, which has a long tradition of dealing with identity issues. If the shift to an identity approach were made, we should admit the constructed nature of giftedness, emphasize responsibility, pay more attention to adolescents, and facilitate the presence of openly gifted adults as role models.
The self-fulfilling prophecy of adolescent social expectations
Authors: Loeb Emily , Hessel Elenda T. , Allen Joseph
Published: November 2015

Adolescents’ negative social expectations of their peers were examined as long-term predictors of problematic self-reported social functioning. Early adolescent negative expectations were hypothesized to predict risk-averse functioning in late adolescence that would ultimately contribute to confirmation of those expectations. Utilizing observational data and friend- and self-reports from a community sample of 184 adolescents followed from ages 13 to 25, adolescents with more negative expectations were found to have become increasingly submissive with friends over time and were rated as less romantically appealing by late adolescence (after controlling for baseline levels of these variables, baseline friend-rated social competence and self-reported depressive symptoms). In turn, submissiveness and romantic appeal predicted problematic self-reported social functioning well into adulthood and mediated the relationship between adolescent negative expectations and problematic self-reported adult social functioning. These findings support the possibility of a self-fulfilling social process unfolding from early adolescence to adulthood.
Living With Parents and Emerging Adults’ Depressive Symptoms
Authors: Copp Jennifer E. , Giordano Peggy C. , Longmore Monica A. , Manning Wendy D.
Published: November 2015

Whether moving back home after a period of economic independence or having never moved out, the share of emerging adults living with parents is increasing. Yet little is known about the associations of coresidence patterns and rationales for coresidence for emerging adult well-being. Using the Toledo Adolescent Relationships Study ( n = 891), we analyzed depressive symptoms among emerging adults who (a) never left the parental home, (b) returned to the parental home, and (c) were not currently living with a parent. About one fifth of emerging adults had boomeranged or moved back in with their parents. Among those living with parents, nearly two fifths had boomeranged or returned to their parental home and they reported significantly higher levels of depressive symptoms. Among coresident emerging adults, both intrinsic and utilitarian motivations (i.e., enjoy living with parents and employment problems) partially mediated the association between coresidence and depressive symptoms. Returning to the parental home was associated with higher levels of depressive symptoms only among emerging adults experiencing employment problems. These findings are especially relevant because the recession hit emerging adults particularly hard. The ability to distinguish boomerang emerging adults and emerging adults who have never left home provides a more nuanced understanding of parental coresidence during this phase of the life course.