ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Entrance to College and Self-Concept: Comparisons across the First Semester of Enrollment
Author: Shepard, Samuel J.
Date: 2009-00-00
Type: Journal Articles
Subjects: Academically Gifted,Acceleration (Education),Self Concept,Comparative Analysis,Enrollment,Interpersonal Attraction,Psychological Patterns,Life Satisfaction,Self Evaluation (Individuals),College Freshmen,Social Adjustment,Emotional Adjustment

This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical Appearance and Attributes, as well as Happiness and Satisfaction. These findings concur with previous research, suggesting that academic acceleration for gifted students is not related to decreases in self-concept. (Contains 4 tables.)
Social Effects of Hispanic Students Enrolled in an AP Class in Middle School
Author: Shiu, Alexandra
Date: 2009-00-00
Type: Journal Articles
Subjects: Advanced Courses,Speech Communication,Advanced Placement,Parent Participation,Academic Achievement,Parent School Relationship,Speech Skills,Spanish Speaking,Hispanic American Students,Student Placement,Surveys,Student Attitudes,Academic Aspiration,Language Skills

This article describes the effects of placing Spanish-speaking students in an Advanced Placement (AP) Spanish Language course in the 8th grade. Fifty-eight Hispanic students in the AP class and a similar comparison group answered survey questions on parental involvement, peers, sense of belonging at school, and academic aspirations. Data gathered indicate that the AP students are more optimistic about their future and make friends who care more about grades. These students were more likely to enroll in advanced courses in 9th grade. Results suggest that Spanish-speaking skills can be viewed as a strength and as a gateway to academic success. (Contains 4 tables and 2 figures.)
An Investigation of the Reliability and Factor Structure of Four New Scales for Rating the Behavioral Characteristics of Superior Students
Author: Renzulli, Joseph S.
Date: 2009-00-00
Type: Journal Articles
Subjects: Gifted,Teacher Evaluation,Talent,Factor Structure,Rating Scales,Scientific Concepts,Mathematical Concepts,Enrichment,Student Characteristics,Reliability,Student Evaluation,Identification,Reading Skills,Reading Attitudes,Reading Processes,Language Aptitude,Problem Solving,Student Interests,Science Interests,Technological Literacy,Mentors,Creativity

Teacher rating scales have been used widely throughout the United States as part of a comprehensive plan for identifying potentially gifted and talented students. The Scales for Rating the Behavioral Characteristics for Superior Students (SRBCSS) are among the most frequently used teacher rating scales to assess the characteristics of and nominate high-ability students for gifted and enrichment programs. These scales also have been used to make decisions about identification and the range of services provided to these students. Four new SRBCSS subscales in mathematics, reading, science, and technology are introduced in an effort to guide teacher nomination of talent in each of these content areas. The reading scale measures accelerated reading, enjoyment of reading, advanced reading processing, and advanced language. The mathematics scale is designed to measure students' interest and approaches to solving mathematical problems and their ease in understanding mathematical concepts. The science scale is designed to measure students' interest in and approaches to solving problems in science and their ease in understanding scientific concepts. The technology scale examines four specific student characteristics: expertise using technology, interest and initiative in using technology, mentoring others in technology, and creative integration of technology. (Contains 2 tables.)
A Template Analysis of Teacher Agency at an Academically Successful Dual Language School
Author: Ray, Juliet M.
Date: 2009-00-00
Type: Journal Articles
Subjects: Language Minorities,Cultural Awareness,Academic Achievement,Bilingual Education Programs,Educational Objectives,Educational Policy,Models,Teacher Role,Teaching Methods,Second Language Learning,Second Language Instruction,Case Studies,English (Second Language),Interviews,Teacher Attitudes,Spanish,Elementary School Teachers

Evidence suggests that dual language (DL) programs have the potential to foster both significant academic achievement and increased cultural awareness in the students they serve. As such, DL programs offer both language majority and language minority learners the opportunity to reach advanced levels of academic achievement. Nonetheless, the pluralistic goals of the model are not always supported by federal and state educational policies. Given the key role played by teachers along with this conflicted environment, a study focusing on teacher agency at a successful DL school adds to our collective knowledge about how to maintain and support advanced language programs. (Contains 1 table and 4 figures.)
Guidelines for Developing an Academic Acceleration Policy
Author: Colangelo, Nicholas
Date: 2010-00-00
Type: Journal Articles
Subjects: Gifted,Emotional Adjustment,Social Adjustment,Emotional Development,Acceleration (Education),Educational Policy,Policy Formation,Intervention,Academic Achievement,Referral,Access to Education,Equal Education

As an educational intervention, acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are effective interventions in academic and social-emotional domains for high-ability students. Grade-accelerated students generally outperform their chronologically older classmates academically, and both groups show approximately equal levels of social and emotional adjustment. To be clear, there is no evidence that acceleration has a negative effect on a student's social-emotional development. (Contains 3 endnotes.)
Associations of Students' Beliefs with Self-Regulated Problem Solving in College Algebra
Author: Cifarelli, Victor
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,Self Efficacy,Problem Solving,Metacognition,Algebra,College Students,Beliefs,Mathematics Skills,Surveys,Interviews,Mathematics Instruction,Case Studies,Coding

This paper reports results from a study of self-regulated problem solving actions of students enrolled in College Algebra (N = 139). The study examined the associations between the expressed mathematical beliefs of students and the students' self-regulated actions in solving mathematics problems. The research questions are: (a) What are some prominent mathematical beliefs of these students? and (b) How do students' self-efficacy beliefs relate to self-regulated problem solving? The paper summarizes the results of a mathematical beliefs survey to identify a range of students' beliefs and draws from student interviews to explain how these beliefs are related to students' self-regulated problem solving. (Contains 1 table and 2 figures.)
Characteristics of Academically Talented Women Who Achieve at High Levels on the Scholastic Achievement Test-Mathematics
Author: O'Shea, Margaret
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Females,Research Methodology,College Applicants,Academic Achievement,Achievement Tests,Educational Opportunities,Gender Differences,Academically Gifted,College Entrance Examinations,Scores,Family Environment,Institutional Characteristics,Mathematics Achievement,High School Seniors,Disproportionate Representation,Sciences,Engineering,Technology Education

The issue of gender differences in female math achievement, especially among highly able females has been studied by researchers over the last few decades. The Scholastic Achievement Test (SAT), the most widely used instrument in the screening of college applicants, continues to show large and consistent differences among high-ability students, with profound implications for the educational opportunities and life choices of females. This research study, using qualitative research methods, examined the psychosocial, home, and school characteristics of female seniors in high school who achieved above the 95th percentile on the quantitative section of the SAT. The findings suggested that these young, talented women had a number of common characteristics that may have possibly enabled them to be successful in mathematics. Educational implications for both classroom and the home lives of high-achieving young women are discussed. (Contains 4 tables and 1 figure.)
Relationship between Grade Span Configuration and Academic Achievement
Author: Dove, Mary Jane
Date: 2010-00-00
Type: Journal Articles
Subjects: Grouping (Instructional Purposes),Academic Achievement,Grade 6,Statistical Analysis,Criterion Referenced Tests,Scores,Mathematics Achievement,Literacy,Federal Legislation,Educational Legislation,Measurement

The relationship between grade span configuration and academic achievement of 6th-grade students as measured by the Arkansas Benchmark Examination, which is the approved NCLB criterion-referenced annual assessment, was examined. The results of a one-between two-within analysis of variance for the 3-year state-wide study of 6th graders' combined population scores revealed no statistically significant difference for grade span configuration and the interaction of grade span configuration and year, but statistically significant differences were found over the 3 years for both mathematics and literacy percent scores. (Contains 3 tables and 4 figures.)
Academic Self-Perceptions of Ability and Course Planning among Academically Advanced Students
Author: Rudasill, Kathleen Moritz
Date: 2010-00-00
Type: Journal Articles
Subjects: Advanced Students,Sex Stereotypes,Females,Gender Differences,Humanities,Males,Self Concept,Course Selection (Students),Planning,Scores,Masculinity,Academically Gifted,Feminism,Adolescents,Preadolescents,Summer Programs,Age Differences

The purpose of this study is to examine the contribution of gender to the academic self-perceptions of ability and related coursework plans for high school and college across academically advanced students. Participants were academically advanced students (N = 447) from grades 5 to 12. Findings revealed that (a) girls' self-perceptions of ability scores were higher than boys' in humanities, and boys planned to take more math courses than girls; (b) academically advanced students' self-perceptions of ability correlated with their future coursework plans. Results point to the importance of understanding how gender stereotypes contribute to academically advanced students' academic self-perceptions of ability and coursework plans. (Contains 5 tables.)
Cyberbullying and Sexting: Technology Abuses of the 21st Century
Author: Siegle, Del
Date: 2010-00-00
Type: Journal Articles
Subjects: Safety,Information Technology,Bullying,Computer Mediated Communication,Sexuality,Internet,Parent Role,Teacher Role,Prevention,Child Behavior,Peer Relationship,Antisocial Behavior

Many young people cannot remember a time before Instant Messaging (IM), cell phone text messaging, video conferencing, blogging, e-mailing, and MySpace and Facebook postings existed. Thanks to the ubiquitous nature of technology in the 21st century, digital natives are accustomed to seeing, and being seen, on a scale that was unimaginable by their parents and teachers. This limitless access to information, peers, and even strangers around the globe brings with it a new set of safety concerns for parents and school personnel. Although schools have made concerted efforts to curb Internet abuse by developing acceptable use policies and installing filtering software for websites, expanded forms of technology and differing formats of information presentation have surfaced, and they warrant a new discussion of digital safety, abuse, and bullying. In this article, the author discusses technology abuses of the 21st century--cyberbullying and sexting--and provides tips to parents and educators for preventing cyberbullying. Responsible parents and educators have an obligation to understand the potential uses of new technologies and guide young people in their responsible implementation of them.
To Be or Not to Be Gifted: The Choice for a New Generation
Author: Henfield, Malik S.
Date: 2010-00-00
Type: Journal Articles
Subjects: Student Attitudes,School Counselors,Gifted,Academic Achievement,Educational Opportunities,Academically Gifted,Access to Education,African American Students,Achievement Gap,Racial Identification,Stereotypes,Popular Culture,Music,African American Culture,Case Studies,White Students,Racial Differences

The "Brown v. Board of Education" decision provided unrestricted access to educational opportunities for all students. Unfortunately, despite the passing of the 50th anniversary of this landmark decision, academic excellence remains a dream deferred for many Black students when compared to their peers. This disparity, more popularly known as the achievement gap, has garnered considerable attention in the educational research literature and has been characterized as "the most significant educational problem in the U.S." Many educational researchers have written on the topic of the achievement gap between Black students and their peers; however, only a few have focused on the participation gap explicitly. According to these educational researchers, many complex cultural variables might contribute to the widespread disparities. For example, researchers have contributed cultural concepts such as "acting White" and "acting Black" to the gifted education research literature. Such concepts can be useful in terms of providing cursory knowledge related to the experiences of high-achieving and gifted Black students, which, in turn, may help explain why many Black students decline participation in advanced programs and courses. In this article, the authors introduce the influence of hip-hop culture on education and explain how it interacts with Black students' perceptions of "acting White" and "acting Black." This explanation may help stakeholders understand the unique factors influencing the educational decision-making of Black students in the new millennium.
An Often-Neglected Issue in Consideration of Gifted African American Millennial Students: Implications for School Planning and Policy
Author: Mattai, P. Rudy
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,Gifted,Culturally Relevant Education,Educational Objectives,Disproportionate Representation,Baby Boomers,Minority Group Children,Probability,Teaching Methods,Academically Gifted,Educational Planning,School Policy,Age Groups,Academic Failure,Teacher Attitudes,Talent,Teacher Expectations of Students,Academic Achievement,Professional Development

Millennials, which includes persons born between 1982 and 2002, often have been characterized as a mixed bag with two over-arching variables used in describing this population: (1) the diverse nature of the group; and (2) the closeness that exists between them and their parents. In the case of the latter, millennials have a closeness to their parents who tend to belong to the groups euphemistically referred to as "Baby Boomers" and "Generation Xers" and who have very high expectations for their children. In their endeavor to realize these expectations for their children, parents pursue educational objectives for their children alone rather than in cooperation with other parents who may be like-minded. In the case of diversity, few articles discuss the special needs of students who are not regarded as mainstream students in American schooling--those who are culturally and linguistically different (CLD). The scarcity of discussions of CLD millennial students is especially evident when attention is paid to the preparation of teachers with distinctive and appropriate methodologies such as culturally relevant pedagogy or culturally responsive teaching that address the special needs of such students. What is of utmost importance in the application of culturally relevant pedagogy or culturally responsive teaching is the focus on greater success among "all" students but particularly among CLD students for whom the absence of such an approach increases the probability of school failure. Although this situation may be noticed across the spectrum for CLD students, it is much more prevalent among African American students. This article addresses factors that may account for the underrepresentation--the impact of teacher perception with respect to both identification and participation of CLD students and, in particular, African American students in gifted and talented programs. Additionally, the authors discuss some of the implications for parents of CLD millennials for policy and practice in schooling and provide some recommendations for addressing the issue of underrepresentation.
Using Picture Book Biographies to Nurture the Talents of Young Gifted African American Students
Author: Floyd, Erinn Fears
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,Picture Books,Young Children,Teaching Methods,Culturally Relevant Education,African Americans,Biographies,Classrooms,Academically Gifted

This article describes a scenario that highlights an important challenge facing educators in primary grade classrooms. The discussion in this article addresses this challenge by showcasing scholarly literature that examines the importance of infusing culturally relevant material into K-2 classrooms. Following the discussion, methods of using picture book biographies of African Americans to nurture the interests, strengths, and talents of gifted Black students and a list of high-quality picture book biographies are presented.
African American Millennials: "A Profile of Promise"
Author: Burley, Hansel
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Children,Poverty,Gifted,College Preparation,Economically Disadvantaged,Pregnancy,Internship Programs,Risk,Adolescents,Ecology,Personality Traits,Models,Evaluation Methods,Surveys,High School Students

Resilience refers to positive adaptation in the face of present or past adversity. It is the "ordinary magic" that rises from the minds of children and their families as they interact with their communities. Gonzales (2003) defined three major components of Resiliency Theory: (1) risk factors; (2) protective factors; and (3) developmental assets. "Risk factors" include low socioeconomic status, dropping out, participation in violent activities, recent divorce, neglect, poverty, teenage pregnancy, and teenage parenthood. ", like participation in college preparation, working with a mentor, or taking part in internship programs. Developmental assets also include behaviors like volunteering in the community and leading organizations, as well as possessing values like delaying gratification and valuing diversity. Finally, a key tenet of Resiliency Theory is a focus on what actually works in students' lives, instead of focusing on what has not worked in their lives (e.g., poverty status, at-risk behaviors, poor performance, and poor school environment). The American Psychological Association's (APA) Task Force Protective factors" help reduce the impact of risk factors, and they include support from family, friends, teachers, and community. Gonzales profiled these supportive relationships as having the following characteristics: (1) caring with high expectations; (2) a presence that produces a sense of belonging; and (3) guidance focused on increasing self-esteem. "Developmental assets" are the third aspect of resilient positive adaptation. These are behaviors and opportunities in students' lives that help them adapt to new contexts. Typically, these factors relate directly to successon Resilience and Strength in Black Children and Adolescents reported that increasingly the study of resilience is being driven by ecological models that see resilience as multilayered, including individual, environmental, and sociohistorical experiences. However, the APA report indicated that the ethnic and cultural experiences of African American youth have been left out of many of these studies. Therefore, it is important to examine the resilience ecology of students from different ethnicities and cultures who might benefit from gifted education. The focus of this study was to create a descriptive profile of African American millennials who might benefit from gifted education. The authors based the selection of variables on Resiliency Theory and on Renzulli's (1978) three-ring model of giftedness. (Contains 6 tables.)
Engaging African American Males for Educational Success
Author: Hughes, Robin L.
Date: 2010-00-00
Type: Journal Articles
Subjects: African American Students,College Students,Gifted,Schools,Educational Objectives,Outcomes of Education,Academic Achievement,Males,Learner Engagement,Program Effectiveness,Mentors,Teacher Student Relationship,College Faculty

Although there is some research addressing gifted African American children who attend K-12 schools, few studies address high-achieving and gifted African American male college students. Moreover, the vast majority of research highlighting the schooling of African American students focuses on their negative educational outcomes instead of their educational successes. With this focus, educational stakeholders, and the students themselves, often begin thinking about within-student deficits, which, in turn, leads to expectations of failure. Researchers and educational institutions should highlight the successful educational characteristics of high-achieving African American male students and promote success for all students. These types of research and programs might not only encourage others to think more intentionally about pushing African American students toward educational success, but more importantly, it also would encourage stakeholders to think differently about African American students and their families. This article describes the author's observations of the components of a program for African American males that focuses on improving their educational success at the university level.
The Public's Fascination with Prodigious Youth
Author: Jolly, Jennifer L.
Date: 2010-00-00
Type: Journal Articles
Subjects: Gifted,Mental Health,Intellectual Development,Foreign Countries,Home Schooling,Mathematics Instruction,Mass Media Role,Television,Psychological Needs,Success,Failure

The past several centuries have presented well-documented cases of prodigious youth. Many represented extreme examples of children who had burned brightly and then faded into obscurity, succumbed to a mental illness or an early death, or entered into a career deemed below their mental capacity. These very public displays of mental prowess caused speculation about children's mental health and the source and longevity of their ability, resulting in myths and misunderstandings about prodigious youth. However, the early 20th century brought about a new understanding of prodigious youth, or as they were now more commonly referred, gifted children. The work of Terman and Hollingworth did much to influence how the general public and educators perceived gifted children. Gifted children, despite their intellectual prowess, were well rounded, well liked, and were both physically and mentally robust. This article discusses how the public's perception of prodigious children changed over time and how these children's exposure to the media raised new questions.