bluuebunny/crossref_metadata_2025 huggingface dataset:
Infrared Absorption Studies of Fabrics
Authors: Carr W. W. , Sarma D. S. , Johnson M. R. , Do B. T. , Williamson V. A. , Perkins W. A.
Published: November 2015

A technique is discussed in this paper for evaluating the performance of IR emitters in heating and drying fabrics. The efficiency of IR heating depends on both the fabric spectral absorption characteristics and the spectral emission of the infrared source. An FTIR spectrometer with an integrating sphere is used to measure the infrared absorptivities of fabrics over the range of wavelengths from 0.7 to 25 microns (the range of operation of commercial infrared emitters). Spectral absorptivities are used with the normalized emission characteristics of blackbody emitters to calculate average fabric absorptivities for blackbody emitter temperatures ranging from 500 to 3000 K. Overall radiant efficiencies for heating fabrics with blackbody emitters are calculated by multiplying average fabric absorptivities by the radiant efficiencies of emitters in converting input power to IR radiant output power. The effects of fabric characteristics on spectral absorptivities, average absorptivities, and overall radiant efficiencies are studied. Parameters include fiber type, fabric weight, moisture regain, fabric construction, and dyeing. The technique used in this investigation is useful in matching IR emitters with applications for the textile industry.
Low Temperature Disperse Dyeing of Polyester and Nylon 6 Fibers in the Presence of Didodecyldimethylammonium Bromide
Authors: Kim Ik-Soo , Kono Kenji , Takagishi Toru
Published: November 2015

Low temperature disperse dyeing of nylon 6 and polyester fibers is investigated when CI Disperse Violet 1 is dispersed with a double-tailed surfactant, didodecyldimethylammonium bromide (DDDMAB). Dyeing temperatures are 50°C for nylon 6 and 110°C for polyester. Color yield, dye penetration, and color fastness properties of fibers dyed in the presence of DDDMAB are almost the same as those of fibers dyed with a conventional dye, a dyehouse grade of CI Disperse Violet 1, at high temperatures. These results suggest the feasibility and practicality of low temperature dyeing of nylon 6 and polyester fibers with DDDMAB.
Effect of Needle Position and Orientation on Forces Experienced by Individual Needles during Needle Punching
Authors: Seyam Abdelfattah M. , Sarin Siddartha
Published: November 2015

Needle force is measured on felting needles at four different locations simultaneously using four mini-transducers mounted on the needle board of a James Hunter 12 inch model loom. The machine speed is 300 strokes/minute, needling density is 34.6 punches/cm2, and the depth of penetration is 16 mm. Results indicate that differences in the needling force between needles of the same type and needle location in the needle board are significant. Needle force is also significantly greater at the back of the needle board where the needles penetrate fresh web, compared to the front of the needle board. An absence of needles surrounding the test needles causes the test needles to experience significantly greater force.
Weft Insertion of Polyester/Cotton Blend Yarns on Air-Jet Looms
Authors: Vangheluwe L.
Published: November 2015

The time needed to insert 50/50 polyester/cotton yarns with a nominal count of 20 tex on air-jet looms is investigated. Because weft insertion on air-jet looms is extremely complicated, a statistical approach is followed in order to relate weft insertion behavior to yarn properties. A model is developed using a backpropagation neural network. Weft insertion behavior is related to yarn properties such as actual yarn count, diameter, hairiness, and irregularity. There is a high coefficient of correlation between experimental and calculated values. The results of the neural network are compared with those of multiple linear regression modeling. The effect of the parameters is illustrated using a factorial design on the neural network model.
Influence of Chelating Agents and Mechanical Pretreatment on Enzymatic Retting of Flax
Authors: Henriksson Gunnar , Akin Danny E. , Rigsby Luanne L. , Patel Nirav , Eriksson Karl-Erik L.
Published: November 2015

Adding chelating agents, i.e., oxalic acid and ethylenediamine-tetra-acetic acid (edta), substantially increases the retting effect on flax by the commercial enzyme products Ultrazym and Flaxzyme (Novo Nordisk), as shown by scanning electron microscopy, release of reducing sugars, and the Fried test. Degradation of pectin-rich citrus peel by these enzymes also increases with the addition of oxalic acid and edta, while citric acid has a low or insignificant effect. Oxalic acid at 50 mmol concentration reduces the amount of Flaxzyme required to effectively ret flax stems, according to the Fried test, by a factor of about 50. Retting with Flaxzyme and 50 mmol oxalic acid is completed in approximately half the time at 45°C, compared with that at 22°C. A mechanical pretreatment that crushes flax stems by pulling them over a surface at a 90° angle opens the flax structure and further increases the efficiency of enzymatic retting. These procedures appear to modify both the chemical and structural features of flax, and they reduce the time as well as the amount of enzyme required to ret flax, therefore improving technical efficiency and economic attractiveness at the commercial level.
Chromatic Image Analysis for Cotton Trash and Color Measurements
Authors: Xu Bugao , Fang Chaoying , Huang Robin , Watson Michael D.
Published: November 2015

The U.S. cotton classification system has been undergoing significant changes, moving from human classing to the use of precise instruments. Along with this trend, the current research is an effort to develop a new computer vision system to measure detailed trash and color attributes of raw cotton. The system primarily consists of a color ccd camera, xenon flash light, and customized software. In this paper, we introduce a new trash and spot identification method, multidimension thresholding, and the methods for characterizing size, spatial density, shape, and color of trash and spots present in cotton samples. We report on the trash and color measurements of twelve cotton samples, including statistical data and distribution curves, and we compare the results from this system with those from other instruments such as the Spinlab and Motion Control hvi machines and the Minolta Chroma Meter CR-210. Finally, we investigate the influence of trash and spots on cotton color values.
The Relationship between Hygral Expansion and Measured Set of Piece-Dyed Worsted Fabrics
Authors: Dodd K. J. , Carr C. M. , Baird M.
Published: November 2015

The influence of applied dye on the dimensional and setting properties of 100% wool fabrics is examined. The presence of dye molecules and hydrophobic groups reduces hygral expansion independent of measured fabric set. A mechanism is proposed to explain these observations.
Minimalism and Maximalism in the Study of Shared Intentional Action
Authors: Heinonen Matti
Published: November 2015

I distinguish two kinds of contribution that have been made by recent minimalist accounts of joint action in philosophy and cognitive science relative to established philosophical accounts of shared intentional action. The “complementarists” seek to analyze a functionally different kind of joint action from the kind of joint action that is analyzed by established philosophical accounts of shared intentional action. The “constitutionalists” seek to expose mechanisms that make performing joint actions possible, without taking a definite stance on which functional characterization of joint action is the appropriate one. I elucidate the contrasting methodological underpinnings of these minimalist research programs in accordance with Bechtel and Richardson’s account of the heuristics of decomposition and localization as a research strategy for the study of complex systems.
II.4 The Magic Triangle: In Defense of a General Sociology of Knowledge
Authors: Stehr Nico
Published: November 2015

It has become extremely questionable whether, in the flux of life, it is a genuinely worthwhile intellectual problem to seek to discover fixed and immutable ideas or absolutes.
Mediation: The Effects of Mediator Proposals, Number of Issues, and Altered Negotiator Aspirations
Authors: Wall James A.
Published: November 2015

This study investigated the effects that a mediator's proposals, the number of issues, and the mediator's alteration of the negotiators' aspirations have upon negotiators' bargaining outcomes. In the study subjects bargained face to face while a confederate acted as the mediator. The results revealed that (a) mediator proposals improve negotiators' outcomes, (b) proposals are more effective when few issues are under negotiation, and (c) raised negotiator aspirations result in higher payoffs only when there are few bargaining issues.
Exploring the Nature of Giftedness in Preschool Children
Authors: Hodge Kerry A. , Kemp Coral R.
Published: November 2015

Qualitative and quantitative measures were utilized to explore the abilities of 11 young children nominated by their parents as gifted. A part-time preschool enrichment program provided a naturalistic setting in which to investigate measures that might reflect potential giftedness, predict later achievement, and reveal individual profiles of development. The curriculum invited children to display any differences from typical preschoolers. Characteristics nominated by parents as indicators of their child's giftedness were consistent with indicators in the research literature and were generally supported by norm-referenced test results and teacher observations. In spite of test limitations, both quantitative and qualitative measures played a valuable role in revealing advanced abilities amidst diverse profiles of abilities, skills, and interests. Longitudinal data would help to confirm the potential apparent in some of these children as giftedness.
Action Research and Practical Inquiry Teaching Gifted English Learners
Authors: Kitano Margie K. , Pedersen Katie S.
Published: November 2015

Teachers of the gifted in a highly diverse urban district frequently request information on methods for working with English learners. To meet this need, 12 teachers of the gifted who serve English learners participated in focus groups designed to glean practitioner knowledge concerning effective approaches. Participating teachers characterized gifted English learners as enthusiastic, high-level thinkers who have difficulty expressing their ideas in English. They recommended strategies consistent with identified needs and with the literature on best practices for the general population of English learners. Their examples show deft synthesis of challenge appropriate for gifted learners and research-based strategies for English learners.
Inside the Zone of Proximal Development: Validating a Multifactor Model of Learning Potential with Gifted Students and Their Peers
Authors: Kanevsky Lannie , Geake John
Published: November 2015

Kanevsky (1995b) proposed a model of learning potential based on Vygotsky's (1978) notions of “good learning” and the zone of proximal development. This study investigated the contributions of general knowledge, information processing efficiency, and metacognition to differences in the learning potential of 5 gifted and 15 nongifted students. Traditional intelligence and achievement tests assessed students' knowledge: tests based on Luria's (1966) information processing model measured cognitive and metacognitive capacities; and learning potential was measured via dynamic assessments of student—tutor interactions while completing number patterns. Although the sample was small, the data supported the positions of Vygotsky, Luria, and Kanevsky on the complexity of learning potential, as well as the salience of internal functions and the social context while learning.
Teacher Attitudes toward Academic Acceleration and Accelerated Students in the Netherlands
Authors: Hoogeveen Lianne , Van Hell Janet G. , Verhoeven Ludo
Published: November 2015

In a survey study, we investigated teacher attitudes toward acceleration and accelerated students in the Netherlands. Teachers ( N = 334) from 31 secondary schools gave their opinion about gifted education and acceleration, and evaluated statements about accelerated students. Most teachers considered a special approach for gifted students advisable and acceleration a useful intervention. Teachers' opinions about accelerated students' social competence, school motivation and achievement, emotional problems, and isolation were qualified by the quantity and quality of prior experience with accelerated students and by their opinion on acceleration in gifted education. In a subsequent intervention study, we examined whether specific information on acceleration and giftedness changes teachers' attitudes toward accelerated students. Teachers who attended the information meeting and received written information expressed more positive opinions about accelerated students' social competence and school achievement and motivation and less negative opinions about emotional problems after intervention. Implications for gifted child education are discussed.
Reconsidering the Issue of Cooperative Learning with Gifted Students
Authors: Patrick Helen , Bangel Nancy J. , Jeon Kyung-Nam , Townsend Michael A. R.
Published: November 2015

This paper addresses the discussion regarding whether or not cooperative learning methods are good for gifted students by considering the processes of task-related interaction within different cooperative structures. Differences and similarities in the nature and type of task-related interactions that are promoted by different cooperative learning structures are discussed. Furthermore, the congruence between the types of student interaction that are promoted by different structures and theories of how students learn are considered. The implications of these points for gifted students are addressed. Finally, it is suggested that collaborative learning—an extension of cooperative group structures that is premised on social-constructivist theories of learning—can provide rich learning opportunities for gifted students in mixed-ability groupings.
Perceived Multiple Intelligences and Learning Preferences among Chinese Gifted Students in Hong Kong
Authors: Chan David W.
Published: November 2015

This study examined the relationships between self-perceived multiple intelligences and five learning preferences among 604 Chinese gifted students in Hong Kong. These students perceived their strengths in interpersonal, intrapersonal, and verbal-linguistic intelligences and their weaknesses in bodily-kinesthetic and naturalist intelligences. They also indicated greater preferences in learning activities related to discussion, lecture, and peer teaching, followed by projects and simulations. In predicting the five learning preferences, personal intelligences generally emerged as common and significant predictors, suggesting that reflection and interpersonal skills contributed substantially to these learning activities. Students who reported having a greater number of learning preferences also gave themselves higher ratings on personal intelligences and verbal-linguistic intelligence. Implications of the findings in mapping learning preferences on multiple intelligences for teaching and learning are discussed.
The Relationship of Time Perspective to Age, Gender, and Academic Achievement among Academically Talented Adolescents
Authors: Mello Zena R. , Worrell Frank C.
Published: November 2015

Time perspective is a useful psychological construct associated with educational outcomes (Phalet, Andriessen, & Lens, 2004) and may prove fruitful for research focusing on academically talented adolescents. Thus, the relationship of time perspective to age, gender, and academic achievement was examined among 722 academically talented middle and high school students. Time perspective was measured using the Zimbardo Time Perspective Inventory (ZTPI; Zimbardo & Boyd, 1999). Regression analyses yielded several significant results: An increase in age was associated with present hedonism, females had fewer negative thoughts about the future than males, and academic achievement was negatively associated with present fatalistic attitudes and positively associated with future positive attitudes. Findings support the examination of time perspective as a multidimensional construct including past, present, and future orientations in academically talented populations. Implications of these results for educational and developmental theory and practice are discussed.
Gifted Asian American Adolescent Males: Portraits of Cultural Dilemmas
Authors: Kao Chen-Yao , Hébert Thomas P.
Published: November 2015

Many gifted Asian American adolescent males face cultural issues that may impact their success. This article presents important cultural dilemmas faced by 2 gifted Asian American young men. Through a qualitative approach, the acculturation experiences of John and Matt, gifted Taiwanese, second generation immigrants, are described. Intergenerational cultural conflict in the families of the young men is examined. Implications for supporting Asian parents in nurturing their sons' social, emotional, and intellectual development are discussed.
Creative Reading: Is it Being Taught to the Gifted in Elementary Schools
Authors: Martin Charles E. , Cramond Bonnie
Published: November 2015

Creative Reading is an area of reading instruction which is frequently recommended for use with gifted students at all grade levels. However, the extent to which it is practiced in the elementary schools is uncertain. The purpose of this study was to investigate how frequently gifted students experienced creative reading activities while attending elementary school. A second purpose was to determine to what extent they enjoyed these activities. Results indicated that creative reading activities were not experienced as much as one might expect. It was hypothesized that this lack of experience inhibited students’ ability to rate their enjoyment of the strategies presented in the questionnaire used in the study. The results were discussed in terms of implications for the reading curriculum for gifted students and for teacher training.
Attitude of the Gifted Toward Academic Subjects
Authors: Lee Leta A. , Karnes Frances A.
Published: November 2015

A survey of attitude toward academic subjects was administered to gifted children in grades 4 through 7. Results indicated that female attitude toward reading was higher than males, male attitude toward science and social studies was higher than females, and that there was no significant difference in male and female attitudes toward math. There were no significant attitudinal differences across grade levels.
Teacher Ratings of Students in Relation to Ethnicity of Students and School Ethnic Balance
Authors: High Mari Helen , Udall Anne J.
Published: November 2015

Presently, in order to identify more gifted minority students, alternative identification techniques are being employed in many school districts. One common technique has been the use of teacher checklists on which the teacher rates various types of student behaviors. The Scales for Rating the Behavioral Characteristics of Superior Students (SRBCSS) are some of the most popular checklists; however, there is little research which indicates how culturally different children are rated on these scales in comparison to their Anglo peers. This study attempted to answer the following question: does the social and cultural milieu of a school influence teachers’ ratings of culturally different children on the SRBCSS? In a large southwestern school district, three categories of schools were selected, and performance of Hispanic and Anglo students on the SRBCSS were compared. The findings were mixed, but indicated no significant difference on the Creativity scale, with some significant differences, related to school type and ethnicity of students, on the Learning, Motivation, and Leadership scales.
Multidimensional Determinants of Traditional and Nontraditional Career Aspirations for Mathematically Talented Female Adolescents
Authors: Hollinger Constance L.
Published: November 2015

In order to achieve greater understanding of the career aspirations of mathematically talented female adolescents, five career relevant dimensions, SDS summary scores, and a multidimensional composite derived from the five career relevant dimensions were tested in order to determine their relative effectiveness in discriminating among six career aspiration groups. Of the five career relevant dimensions, the self perception of ability dimension proved to be most effective in discriminating among the math/ science and non-math career aspiration groups. For those working with gifted and talented female adolescents, the self perception of ability dimension appeared as though it might be a most efficient and salient dimension for exploration in the career counseling process. However, since the multidimensional composite accounted for the greatest amount of observed variance, multidimensional models which incorporate career relevant dimensions of particular relevance for women may ultimately offer the greatest opportunity for understanding the career aspirations and decisions made by women.
Creativity in Gifted Adolescents: A Review
Authors: Milgram Roberta M.
Published: November 2015

This article extensively reviews the interplay of cognitive growth and creative behavior within the context of adolescence. Through the work of earlier researchers as well as current studies being conducted by the author in Israel, three major issues are discussed: the evolution of creativity in adolescence; important personality traits of gifted and creative young people; and the actual creative behavior of gifted adolescents. Significant educational implications resulting from this survey of previous work are suggested for educators and researchers.
Review of the Kaufman Assessment Battery for Children: Implications for Assessment of the Gifted
Authors: Hessler Gary L.
Published: November 2015

This article reviews the Kaufman Assessment Battery for Children, particularly as it relates to its use with the gifted. The article provides an overview of the test, followed by a discussion of its technical characteristics, the theoretical and research model on which it is based, the issue of cultural bias, its procedure for comparing cognitive performance and academic achievement, and the predictive validity of the test for academic achievement. The paper concludes by summarizing the test's characteristics that should be considered when using it to assess gifted students.
Comparing Ability and Achievement in Three Academic Areas for Upper Elementary Gifted Students
Authors: Whorton James E. , Karnes Frances A. , Currie Billye B.
Published: November 2015

Discrepancies between ability and achievement were calculated for reading, spelling, and arithmetic for 64 intellectually gifted students in grades 4–6. Means were plotted for males and females. While no statistically significant differences were found between groups, females scored closer to their expected achievement levels than males, except at the fourth grade level in reading. The data are presented graphically and are discussed relative to classroom strategies.
Intellectual Patterns of Young Gifted Children on the WPPSI
Authors: Speer Sandra Kelly , Hawthorne Linda White , Buccellato Leonard
Published: November 2015

Patterns in Verbal and Performance IQs and subtest scores of 306 young, gifted children were identified on the Wechsler Preschool and Primary Scale of Intelligence (WPPSI). Results were consistent with previous findings for older gifted subjects on other Wechsler scales; the majority of males and females had higher Verbal than Performance IQs. Likewise, the Verbal IQ mean was significantly higher than the Performance IQ mean for both sexes.
Interactive Writing and Gifted Children: Communication through Literacy
Authors: Farley Jack W. , Farley Susan L.
Published: November 2015

This article investigates the use of interactive written communication with gifted individuals. Previous studies have indicated that interactive writing encourages students to produce functionally relevant communication. The process of interactive writing through dialogue journals is discussed and a comparison of behaviors frequently observed in gifted individuals and characteristics of dialogue journal writing is offered. A case study of a gifted five year old child communicating with her father is presented with a rationale for further investigation of interactive writing with gifted individuals.
Identification of Gifted and Accelerated Hispanic Students
Authors: Ortiz Vincente , Volloff William
Published: November 2015

Sixty-five Hispanic students were referred for an evaluation to assess whether they qualified for placement in a program for gifted and accelerated students. All students were administered the WISC-R, OLSAT, CTBS (or the CAT), Culture Free SEI and the TDT. Results indicate that these subjects, as a group, scored higher on the individually administered WISC-R and that this test identified the highest proportion of students as accelerated and gifted students. The lowest scores were with the OLSAT and the reading achievement scores. Intermediate scores were with the language and math academic test scores along with the self-esteem and divergent thinking inventories. These discrepant test results are explained in terms of classroom curriculum, construct validity of the tests and issues surrounding individual vs. group test administration.
Physical Education for the Gifted and Talented: Suggested Strategies and Program Content
Authors: Cratty Bryant J.
Published: November 2015

For decades academic curricula for the gifted have been marked by attempts to enrich offerings in order to accommodate to intellectual differences evidenced by this type of exceptionality. However, youngsters have usually been exposed to traditional programs of physical activity. It was the purpose of this article to demonstrate useful ways in which physical activity programs may be made meaningful to creative and gifted children and youth.

Themes have been recommended for the guidance of physical education programs, including exposure to ideas inherent in motion itself, as well as stimulating cognitive processes expressed in physical actions. The article concludes with a model suggesting ways in which curricula decisions, as well as cognitive processes may be shifted to gifted learners. Ways in which various themes presented may be incorporated into the teaching model outlined, are also discussed at the conclusion of the article.
Is Being Gifted a Social Handicap?
Authors: Coleman Laurence J. , Cross Tracy L.
Published: November 2015

The paper explores the question of how gifted and talented adolescents experience being gifted in high school. Fifteen subjects were interviewed twice while attending a special summer program in order to answer this general question. The data were analyzed and interpreted using a set of research questions which postulated that the subjects would voice feelings of difference and would make statements indicating recognition that being gifted interfered with full social acceptance. The results support the notion that many, but not all, gifted and talented adolescents experience giftedness as a social handicap. The data also suggested that some students manage information about themselves to minimize their visibility as gifted students to others.
Toward an Understanding of Career Development among G/T Female Adolescents
Authors: Hollinger Constance L.
Published: November 2015

The purpose of the present study was to test predictions derived from two different theoretical perspectives in order to achieve a better understanding of changes in career aspirations among gifted and talented young women. The sample consisted of 247 G/T young women who completed the Personal Attributes Questionnaire (PAQ) and the Self Directed Search (SDS) in both their sophomore and junior years of high school. The results indicated that, while gender identity does appear to play a central role, adolescents' occupational interests, competencies and preferences do change and undergo refinement as a function of emerging instrumental and expressive self perceptions. Implications for counseling G/T young women are discussed.
Parent Use of the Term “Gifted”: Correlates with Family Environment and Child Adjustment
Authors: Cornell Dewey G. , Grossberg Ingrid N.
Published: November 2015

This study examines use of the term “gifted” among parents of children who are enrolled in a program for gifted children. While all of the parents acknowledge thinking of their children as gifted, over one-quarter report not using the term “gifted” in referring to their children. Use of the term is not related to the child's number of years in a gifted program, IQ, or achievement level. Families of parents who use the term are more achievement oriented, but provide less freedom for expression of individual feelings. Children of parents who use the term are less well-adjusted on the Personality Inventory for Children. Implications for research on the effects of labeling on the family are discussed.
Effects of Summer Programs on the Self-Concepts of Gifted Children
Authors: Kolloff Penny Britton , Moore Alan D.
Published: November 2015

The self-concepts of gifted students are often measured as a part of the assessment of program outcomes. This study examined the self-concepts of 508 gifted students in grades five through ten who participated in three summer residential programs. Two self-concept measures, the ME Scale and the Piers-Harris Children's Self Concept Scale, were administered at the beginning and at the end of each of the programs. Self-concept scores across all grade levels and programs were significantly higher at the end of the programs. Sex differences were found in one program with the scores of sixth grade boys declining somewhat. In general, summer residential programs appear to enhance the self-concepts of gifted participants.
Appropriate Programming for the Gifted: An Analysis of Gifted Elementary Students' Perceptions
Authors: Armstrong Dorothy C.
Published: November 2015

The results of a study to determine whether sixth-grade students in three different gifted programs could depict models of their ideal gifted program in ways that were not limited by their experiences in these programs are described. The 57 subjects performed two Q-sorts using a set of 40 statements taken from the list of recommended practices generated by the Knowledge Production and Utilization Task Force of CEC-TAG. Eight factors emerged using the Pearson product moment correlation, four from each condition of instruction. All were different, with no significant correlations among them. In describing their ideal programs in ways that closely matched the program models which have been available since 1957, these gifted students appear to endorse those practices. The emergence of multiple ideal models, though, speaks to the importance of offering more than one type of gifted program, since none is ideal for all students.
The Motivation to Win Negative Aspects of Success at Competition
Authors: Clinkenbeard Pamela R.
Published: November 2015

The purpose of this study was to investigate potential negative outcomes of succeeding under competitive conditions. Highly gifted young adolescents (N = 67) were asked to respond to a scenario in which a student was successful in either a competitive or a non-competitive, individualistic situation. Responses indicated that the subjects perceived greater continuing motivation, attribution of success to effort, and learning for the student in the individualistic scenario. It is concluded that a competitive goal structure may have negative effects even for students who consistently succeed within competition, effects which may be incompatible with important, long-range educational goals.
An Analysis of the Validity of SAT Entrance Scores for Accelerated Classes
Authors: Olszewski-Kubilius Paula M. , Kulieke Marilynn J. , Willis Gordon B. , Krasney Noma S.
Published: November 2015

This study examined the validity of SAT cutoff levels used for entrance into fast-paced summer classes. Thirty-eight junior-high aged students whose SAT scores were below the required cutoff (SAT-V≥430 or SAT-M≥500) were admitted into fast-paced classes in literature, a teacher-paced course, and algebra, a self-paced course. Each below-score student was matched to an above-score student in his class on age, grade, sex, race, and family income. There was a small but statistically significant difference in achievement on standardized tests for the literature students, with above-score students scoring higher. There was no difference between above and below scorers in mathematics on achievement measures, including standardized tests, and in the number of chapters completed during the course.

For either class, below and above score students did not differ on previous exposure to the content area; there were some differences between the groups on study skills and self-concept. Further, when individual profiles for below-score students were examined, below-score students who were most successful did not differ from other less successful students on any of the variables examined with the exception of study skills in algebra. There was a tendency for below-score students in algebra who were the most successful in the course to have higher scores on a study skills assessment than below-score students who had smaller gains. The results generally support the use of SAT cutoff scores in a teacher-paced course but suggest that cutoff scores might be less critical for motivated students in self-paced classes.
Pursuing Qualitative Differences in the Flexible Use of Problem-Solving Strategy by Young Children
Authors: Kanevsky Lannie
Published: November 2015

Research literature has offered educators little guidance in their efforts to respond to demands for qualitatively differentiated education for the gifted. To address this state of neglect, an interactive assessment environment was designed to explore a number of qualitative and quantitative dimensions of young children's learning as they generalized a problem-solving strategy learned on one version of the Tower of Hanoi to a similar but different version of the task. Eighty-nine 4- to 8-year-olds were assigned to one of four groups based on their IQ and age: young average IQ (n = 20, CA = 58.3 months, IQ = 105.2); young high IQ (n = 22, CA = 59.3 months, IQ = 153.5); older average IQ (n = 22, CA = 94.5 months, IQ = 103.2); and older high IQ (n = 25, CA = 94.8 months, IQ = 155.4). Quantitative comparisons of the children's performances on the two tasks confirmed the expected benefits of intellectual ability and age on the generalization of learning. The qualitative data suggest that the high IQ children had a more accurate conception of the problem; preferred to “own” their solution to the problems; learned more from their illegal moves, and more frequently recognized the similarity of features of the two tasks. In some cases the 4 and 5 year-old high IQ children were superior to the 7 and 8 year-olds of the same mental age. Based on these findings recommendations for the design of appropriate learning opportunities for high IQ children are offered.
Suicide and the Gifted Adolescent
Authors: Hayes Marnell L. , Sloat Robert S.
Published: November 2015

This preliminary study examines factors in suicidal behaviors among gifted adolescents. Surveys were sent to school counselors in 129 high schools representing districts with a broad ethnic base. Information regarding any suicide-related occurrence was requested without any specific reference to the gifted being made. From a total student population of 40,805, there were 42 reports of suicide-related occurrences. Adolescents identified as gifted comprised 19% of these occurrences, or eight cases. Of the eight, five were reported as gifted underachievers, two were in advanced placement classes, and two were in programs formally designated as gifted programs. None was a completed suicide. Variables considered in this study included sex, race, family status, extracurricular activity, nature of the attempt, and whether students were receiving professional help or had talked to friends about suicide. The conclusion is that, although these preliminary findings must be viewed with caution, they appear to support the mounting concern regarding suicide among gifted youth.
“Torturing Data until They Confess”: An Analysis of the Analysis of the Three-Ring Conception of Giftedness
Authors: Renzulli Joseph S.
Published: November 2015

No two humans are intrinsically identical. Consequently, all creative efforts deserve to be seriously evaluated on the basis of individual exclusivity. … As we look to the future, more individuals are going to demand individual creative outlets. It becomes our responsibility to make available to every individual the opportunities for constructive growth.
The Invisible World of Professional Practical Knowledge of a Teacher of the Gifted
Authors: Coleman Laurence J.
Published: November 2015

Most of our information on how teachers of the gifted and talented think while they plan and implement instruction is from the perspective of the researcher, not from the teacher's perspective. One expert teacher was studied in great detail using ethnographic and phenomenological techniques. More specifically, a teacher was studied as he planned and taught two philosophy courses. After extensive observation and interviewing, the teacher's thoughts were categorized into planning thoughts and action thoughts. The author argues that the way in which the teacher's thoughts are linked to his practice cannot be adequately understood unless one gains access to the invisible, tacit knowledge of the teacher. The teacher's hidden world is described in relation to how the researcher discovered it. The concept of professional practical knowledge is discussed in terms of further research and teacher training.
The Preschool/Primary Gifted Child
Authors: Karnes Merle B. , Johnson Lawrence J.
Published: November 2015

This manuscript provides an adaptation of the presentation given by Merle B. Karnes at the Richardson North Carolina Association for the Gifted and Talented Policy Conference. An overview of historical trends with regard to providing services to young gifted children with particular emphasis on inhibiting factors that have prevented greater services is provided. The work of Karnes and her associates at the University of Illinois with young gifted children from upper and middle class backgrounds is summarized. These two sections provide foundation for the concluding section in which we present our interpretation of “What we know for sure,” “What we think we know,” and “What we do not know” with regard to providing services to young gifted children.
An Update on Gifted Females
Authors: Callahan Carolyn M.
Published: November 2015

Selected evolving literature on female achievement and new data on high ability females is presented in an overview of the existing situation for gifted young women. Data on current achievement and aspirations as well as background and environmental factors influencing that achievement are presented as the background to a discussion of needed research and understanding. Specific performance data on aptitude and achievement tests are presented in contrast to data on grades. Career plans and aspirations are discussed in light of attitudes toward mathematics and science; beliefs and behaviors of parents and teachers; and past performance.
Emerging Rainbows: A Review of the Literature on Creativity in Preschoolers
Authors: Meador Karen S.
Published: November 2015

Creativity, during the preschool years, is discussed in this review of the literature. The author presents information on creativity and its assessment and includes research studies which have explored various aspects of creativity. The manuscript largely deals with play and its importance in facilitating creative development. A few practical suggestions for facilitating creativity in young children are offered and recommendations for further research are made.
Sharing the Resources: Electronic Outreach Programs
Authors: McBride Ronald O. , Lewis Gail
Published: November 2015

Rural schools struggle with limited resources including an inadequate curriculum, lack of qualified teachers and little access to programming usually available to larger metropolitan schools. Such inequities have prevented many rural students from pursuing scholarship opportunities and entrance to institutions with restricted admissions.

The Louisiana School for Math, Science and the Arts attempts to remediate the problem by serving rural students throughout the state with a distance learning network, Project Outreach, which delivers special classes that otherwise would be unavailable. The system uses interactive computer technology to teach advanced content courses in math, foreign language, science, and survey of the arts. The effectiveness of the outreach program was evaluated as to its potential to provide courses at a distance to rural students in Louisiana. Results of the study included a significant gain in scores between pre-test and posttest scores on a national calculus exam, and open-ended responses revealed favorable comments toward the system from its participants. The distance learning network is seen as one method for connecting rural students to the superior programs offered by special schools.
Differences in Benefit from Strategy Use: What's Good for Me May Not Be So Good for Thee
Authors: Gaultney Jane F.
Published: November 2015

The present study explored group differences in the relationship between strategy use and text recall. Academically bright and average elementary school-aged children were trained in the use of elaborative interrogation (a reading-comprehension strategy). Gifted children had greater recall than did average children prior to and one week after training, despite equivalent levels of strategy use. Correlational evidence indicated that average children eventually benefitted from using the strategy, while for gifted children strategy use did not correlate with recall at any point. It is suggested that gifted children, because they seem to have superior nonstrategic memories, may require more difficult tasks than average children in order to acquire and use memory strategies and that an optimal level of strategy use may differ as a function of one's cognitive abilities.
Perceptions of Masculinity, Femininity, and Androgyny among a Select Cohort of Gifted Adolescent Males
Authors: Wilcove Jonathan L.
Published: November 2015

This qualitative study explored the gender schemata of a select cohort of 13 gifted adolescent males. It revealed these adolescents as having an androgynous sex-role identity. However, the findings identified among the adolescents three distinct constructions of androgyny. The data also pointed out some of the intrapsychic problems encountered by the boys in their sex-role identity development—most notably anxieties about femininity and women stemming from demands placed upon the boys by their awakening sexualities. Finally, the study examined the role of their intellectual giftedness in the negotiation of their sex-role identities. Most of the adolescents employed a sophisticated critical rationalism to construct their gender schemata. However, several of the subjects acknowledged the limits of this rationalism to achieve a complete understanding of these complex issues and expressed an awareness of an asynchrony between their emotional and intellectual development.
A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report
Authors: Landrum Mary S. , Katsiyannis Antonis , DeWaard Jan
Published: November 2015

Recent reports on the existence and nature of educational programs for gifted learners have indicated that current educational practices in gifted education vary in both availability and quality. One such report, National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), identified critical issues and established 7 initiatives for the improvement of the education of gifted students. This study examined the nature and availability of state legislative and policy provisions for gifted students as well as state efforts to address the report's 7 initiatives. Results indicated that progress in state efforts on the 7 initiatives have been mixed, with significant gains in some areas contrasted by minimal or no progress in others. Gains in gifted education, however, occurred at the same time that legislation and policy mandates in gifted education decreased.
DeShea's Dream Deferred: A Case Study of a Talented Urban Artist
Authors: Hébert Thomas P.
Published: November 2015

Artistically talented students from culturally diverse populations exist in urban environments; however, school systems often fail to provide appropriate art programs and prevent young people from realizing their highest potential. In this account of a talented young artist whose needs were not met by educators in an urban high school, the author tells of a teenager's struggle to find a place for himself in his community and describes the resulting problems with the teen's academic underachievement. The findings of the study offer educators helpful suggestions for addressing the educational needs of artistically talented youth in urban settings.
Post-High School Outcomes of High IQ Adults with Learning Disabilities
Authors: Holliday Gregory A. , Koller James R. , Thomas Carol D.
Published: November 2015

This study examined the long-term, post-high school outcomes of 80 adult vocational rehabilitation clients who had been independently identified as having both high intellectual ability and learning disabilities severe enough to meet stringent federal and state vocational rehabilitation eligibility requirements. Comprehensive follow-up survey responses were examined to explore client educational history, postsecondary educational and training levels, vocational and career counseling, work experiences, and psychosocial issues affecting life satisfaction. Results suggest that these adults were generally functioning at levels consistent with their learning-disability deficits rather than at levels commensurate with their identified intellectual strengths. Recommendations are offered for advocates who work with this population; for further research; and for those individuals who, themselves, have similar characteristics.
Renzulli's Triad: School to Work for Gifted Students
Authors: Pendarvis Edwina , Howley Craig , Howley Aimee
Published: November 2015

From the authors' perspective, Renzulli's definition, whether misinterpreted to require a composite of traits—more interesting than the interpretation Renzulli iterates—or used as Renzulli intended, to justify more inclusive programs, relies on a dubious rationale for gifted education: to select and nurture society's finest problem solvers. His emphasis on enrichment militates against systematic accelerated study in academics and the arts. Taken together, Renzulli's definition and intervention constitute a politically conservative, product-oriented approach to education that is more likely to reinforce social inequities of the current political economy than to equalize educational opportunity.
Bringing Clarity to “This Thing Called Giftedness”: A Response to Dr. Renzulli
Authors: Kitano Margie K.
Published: November 2015

Dr. Renzulli's Enrichment Triad and SEM models are considered even by critics of gifted education to be supportive of broader inclusion of students from diverse backgrounds. Yet such students continue to be underrepresented in programs for the gifted. A sociocultural perspective makes integral the issue of program impact on inclusiveness. Addressing questions regarding access, generalizability, long-range impact, and curriculum implications of Triad and SEM models would bring greater clarity to the field.