ethanporcaro/eric-fulltext-meta huggingface dataset:
Engaging Gifted Boys in New Literacies
Author: Hebert, Thomas P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Reading Materials,Gifted,Reading Attitudes,Males,Resource Materials,Adolescents,Literacy,Elementary School Students,Middle School Students,Student Attitudes,Information Technology,Teacher Attitudes,Student Interests,Literary Genres

This article illustrates the serious challenge of engaging boys in reading and writing which has become more complex and even influences the lives of gifted adolescent males. This article attempts to address this concern. In order to do so, the authors examine the scholarly literature on boys' reading preferences and report findings from that work. This is followed by a discussion of the role of new literacies--digital technologies--as new ways to capture the reading and writing interests of males to develop their abilities in these domains. They then discuss specific strategies and methods for getting gifted boys more engaged in literacy activity. They conclude their discussion with a listing of recommended reading materials for elementary and middle school males, as well as resource materials and websites to support educators. (Contains 1 resource and 3 online resources.)
A Reflection: Trials in Using Digital Storytelling Effectively with the Gifted
Author: Kieler, Lynda
Date: 2010-00-00
Type: Journal Articles
Subjects: Story Telling,Gifted,Personality,Individualized Instruction,Personality Development,Computer Assisted Instruction,Student Interests,Cooperation,Grade 5

In this article, the author shares her experience of using digital storytelling in her class of gifted learners and discusses the benefits it has for both students and teachers. Technology is becoming an integral part of the educational realm. In an effort to blend technology with education, the author took on the challenge of digital storytelling as a way to generate interest, attention, and motivation for the "digital generation" in today's classroom. Digital storytelling is the practice of combining narrative with digital content, including images, sound, and video, to create a short movie, typically with a strong emotional component. There are seven elements necessary for creating effective and interesting digital stories: (1)point of view; (2) a dramatic question; (3) emotional content; (4) the gift of voice; (5) the power of the soundtrack; (6) economy; and (7) pacing. Digital storytelling enables teachers to provide differentiated instruction that meets the needs and interests of advanced and gifted learners while providing a venue for them to be consistently and sufficiently challenged. Digital stories not only reflect each student's understanding of the subject, but also allow collaboration, which can encourage personality development, collaborative skills, and creativity. (Contains 1 table.)
NCTM Principles and Standards for Mathematically Talented Students
Author: Deal, Linda J.
Date: 2010-00-00
Type: Journal Articles
Subjects: Gifted,Federal Legislation,Talent,Vision,Mathematical Concepts,Mathematics Teachers,Communication Skills,Elementary Secondary Education,Mathematics Instruction,Elementary School Teachers,Administration

The &quot;Principles and Standards for School Mathematics&quot; published in 2000 by the National Council of Teachers of Mathematics (NCTM) created a vision of mathematical concepts and processes to establish core educational guidelines for instruction from grades K to 12. The overall plan does emphasize higher level thinking, problem solving, and communication skills that were traditionally advocated for gifted learners but the implementation of this vision continues to fall short when serving mathematical talent. With the advent of No Child Left Behind (NCLB, 2001), less able math students are provided with support and alternative instruction to meet the proposed standards. Little has been done to identify and serve highly capable students until the high school level. The purpose of this paper is to introduce an understanding of talented mathematical students and to learn how the NCTM &quot;Principles and Standards&quot; can be modified to provide support for these students. (Contains 1 figure, 2 tables and 5 resources.)
Framing the Assessment of Educational Technology Professional Development in a Culture of Learning
Author: Pierson, Melissa
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Professional Development,Pedagogical Content Knowledge,Evaluation Methods,Evaluation Criteria,Program Evaluation,Models,Organizational Development,Participatory Research,Educational Assessment,Program Effectiveness,Action Research,Inservice Teacher Education

Assessing the effectiveness of educational technology professional development (ETPD) must go beyond obtaining feedback from participants about their level of satisfaction with a workshop presenter. Effective and meaningful assessment of ETPD requires that we design inservice learning activities that can be measured using methods that are consistent with what we know about teaching and learning, recognize teacher and student change as it relates to the larger teaching and learning context, and view evaluation as an inseparable component of ongoing teacher action. We therefore offer for consideration an ETPD assessment model that merges three theoretical constructs through which professional development consumers might interpret research findings: (a) technological pedagogical content knowledge (TPACK), (b) organizational learning, and (c) participant research and inquiry. (Contains 2 figures.)
Technological Pedagogical Content Knowledge in the Mathematics Classroom
Author: Guerrero, Shannon
Date: 2010-00-00
Type: Journal Articles
Subjects: Mathematics Teachers,Pedagogical Content Knowledge,Mathematics Instruction,Secondary School Teachers,Rural Schools,Educational Technology,Interviews,Technology Integration,Computer Assisted Instruction,Handheld Devices,Computer Software,Teaching Methods,Guidelines

Teacher knowledge has long been a focus of many educational researchers. Current conceptualizations of teacher knowledge are beginning to reflect the knowledge and skills teachers need to successfully navigate increasingly technologically-rich mathematical classrooms with the addition of knowledge domains such as technological pedagogical content knowledge (TPACK). This article situates TPACK in the mathematics classroom by developing four central components of knowledge necessary for technology-using mathematics teachers. This article concludes by presenting a portrait of effective TPACK in action and posing questions for technology-using teachers to consider as they embark on technology use in support of mathematics instruction. The intent of this article is not to offer a one-size-fits-all solution to the many issues surrounding technology use, but to provide the impetus for discussion and refection among mathematics educators at all levels. (Contains 1 table and 2 figures.)
One-to-One Computing in Teacher Education: Faculty Concerns and Implications for Teacher Educators
Author: Donovan, Loretta
Date: 2010-00-00
Type: Journal Articles
Subjects: Pilot Projects,Adoption (Ideas),Teacher Educators,Educational Technology,Technology Integration,Computer Assisted Instruction,Program Implementation,Preservice Teacher Education,Schools of Education,Teacher Attitudes,Laptop Computers,Questionnaires

This study examines initial faculty concerns during implementation of a one-to-one laptop teacher education pilot program. The Concerns-Based Adoption Model of Change provides the theoretical framework and guides the methodology. In fall 2007, 29 teacher candidates began a one-year multiple-subject (elementary) credential program with an added emphasis on teaching and learning in a one-to-one laptop environment. Circumstances of faculty involvement in the pilot program were varied and not controlled. Eight instructional faculty and three field supervision faculty participated in this study. Results indicate that, as a group, faculty participants had high-level awareness, management, and impact concerns, yet highest concerns for individual faculty varied. Data pointed to three major implications regarding technology-rich teacher education and faculty issues to be addressed for program success: faculty readiness, faculty preparation, and faculty differences. Implications of this study extend to colleges of education implementing one-to-one initiatives or other technology innovations into their programs. (Contains 2 tables and 4 figures.)
A Faculty Mentoring Experience: Learning Together in Second Life
Author: Silva, Karina
Date: 2010-00-00
Type: Journal Articles
Subjects: Educational Technology,Computer Simulation,Simulated Environment,Virtual Classrooms,Web Sites,Faculty Development,Teacher Education,Second Language Learning,Teacher Educators,Mentors,College Faculty,Graduate Students,Cooperative Learning,Case Studies,Interviews

Researchers have highlighted the benefits of using virtual worlds such as Second Life in education, but they have also forewarned educators of potential drawbacks. Understanding how virtual worlds work, including their capabilities and limitations, empowers educators to make better decisions regarding their relevance to learning and teaching. This study describes a technology mentoring experience aimed at teaching two faculty members to use Second Life. This experience allowed the mentees to engage in a collaborative effort to understand how they can use this virtual environment in teacher education and language learning. This article discusses the perspectives of both mentor and mentees and shares the lessons learned. Finally, the authors offer implications for teacher educators. (Contains 3 figures.)
Unified, Insular, Firmly Policed, or Fractured, Porous, Contested, Gifted Education?
Author: Ambrose, Don
Date: 2010-10-00
Type: Journal Articles
Subjects: Gifted,Conflict,Interdisciplinary Approach,Social Sciences,Humanities,Investigations,Teaching Methods,Universities

Much like medieval, feudal nations, professional fields such as gifted education can take shape as centralized kingdoms with strong armies controlling their compliant populations and protecting closed borders, or as loose collections of conflict-prone principalities with borders open to invaders. Using an investigative framework borrowed from an interdisciplinary group of scholars in the social sciences and humanities, four scholars of gifted education analyzed four different analytic levels of our field (practice, research, theory, philosophy) to discern whether gifted education is unified, insular, and firmly policed, or fractured, conflict-ridden, and porous. Each disciplinary structure generates unique advantages, disadvantages, and implications for scholars and practitioners. (Contains 2 figures.)
Addressing Multidimensional Perfectionism in Gifted Adolescents with Affective Curriculum
Author: Mofield, Emily Lynne
Date: 2010-10-00
Type: Journal Articles
Subjects: Experimental Groups,Control Groups,Academically Gifted,Grade 6,Curriculum,Pretests Posttests,Evaluation Methods,Student Attitudes

This study investigated the effects of an affective curriculum on multiple dimensions of perfectionism among middle school (grades 6-8) gifted students. A quasi-experimental nonequivalent control group design was employed; all participants (N = 153) completed pre- and posttests of the Goals and Work Habits Survey. The experimental group received affective curriculum consisting of nine 45-50-minute lessons in a gifted classroom for 6 weeks. Among participants with moderate to high levels of unhealthy perfectionism, t-tests showed the experimental group reported lower scores on Concern over Mistakes than the control group. Results of paired t-tests further revealed significant decreases in Concern over Mistakes, Doubts about Actions, and Personal Standards among unhealthy perfectionists in the experimental group. Translating multidimensional perfectionism theory into classroom-based interventions was successful in helping students decrease self-critical evaluative tendencies; however, the study showed no evidence of enhancing healthy perfectionism. Future directions and recommendations are discussed. (Contains 5 tables.)
A Case Study of the Suicide of a Gifted Female Adolescent: Implications for Prediction and Prevention
Author: Hyatt, Laurie
Date: 2010-10-00
Type: Journal Articles
Subjects: Academically Gifted,Suicide,Case Studies,Females,Video Technology,Weapons,Interviews,Children,Adolescents,Prevention,Prediction,Trust (Psychology),Psychological Patterns,Educational Strategies

In this case study focusing on a gifted adolescent female who took her life at the age of 18 using a firearm, the researcher investigated the personal, environmental, and cultural variables that may have contributed to her suicide. Data were collected from interviews, documents, and other artifacts, including a videotape that was a compilation of events throughout the subject's life. This was a psychological autopsy in which the thoughts, feelings, and actions of a brilliant yet tormented young female were studied after her death by suicide. The purpose was to determine what factors led her to end her pain by choosing death over life. Implications from the findings include the need for changes in the education of gifted children and adolescents. In addition, parents, teachers, and counselors need more in-depth information about the characteristics of gifted students and about the warning signs for suicide so that suicide can be prevented.
Experiences of Intellectually Gifted Students in an Egalitarian and Inclusive Educational System: A Survey Study
Author: Persson, Roland S.
Date: 2010-10-00
Type: Journal Articles
Subjects: Postsecondary Education,Inclusive Schools,Academically Gifted,Family Characteristics,Academic Achievement,Content Analysis,Foreign Countries,Elementary Secondary Education,Internet,Intelligence Quotient,Data Analysis,Evaluation Methods,Adults

A study was launched in an educational setting where giftedness is not officially recognized o explore intellectually gifted students' experience of family background and support, their age and means of identification, the degree of support received in school, and the understanding they experienced from a primary to a tertiary education level. In all, 287 members of the Swedish branch of Mensa (216 men and 71 women), all with IQ scores equal to or higher than he 98th percentile, constituted the research group. A survey design was used and provided as an Internet-based questionnaire. Quantitative data were analyzed as within-group dispersions, whereas qualitative data were subjected to a straightforward content analysis. Results show cause for concern. In particular, primary school appeared to be a hostile environment. However, conditions improved somewhat as participants moved from primary to secondary school and again from secondary to tertiary education. However, the participants remained far from satisfied at any level of the education system. Four problem areas were identified in the study as constituting the gifted students' compounded dilemma in an egalitarian, regular, and inclusive school system. (Contains 4 tables and 3 figures.)
An Examination of Selective Achievement in Gifted Males
Author: Hebert, Thomas P.
Date: 2010-10-00
Type: Journal Articles
Subjects: Qualitative Research,Teaching Styles,Gifted,Learning Motivation,Males,Academic Achievement,Academic Ability,Goal Orientation,Student Interests,College Students,Teacher Characteristics

Selective achievers are intrinsically motivated individuals whose performance matches ability only in specific areas that satisfy their interests and personal goal orientations. Through a qualitative research design, this study investigated the phenomenon of selective achievement by examining the experiences of 2 gifted university males. The findings indicated that strong intrinsic motivation, combined with independence and resistance to conformity, played important roles in shaping who these young men were as gifted selective achievers. These gifted males demanded serious intellectual challenges associated with acquiring practical knowledge that could assist them in reaching their personal goals. In addition, the young men identified educators' personalities and teaching styles as critical in determining whether or not they would put forth effort. Implications of the findings are presented along with recommendations for educators, counselors, and parents struggling to understand gifted young people who are selective in their approach to academic achievement.
Multigenerational Giftedness: Perceptions of Giftedness across Three Generations
Author: Perrone, Kristin M.
Date: 2010-10-00
Type: Journal Articles
Subjects: Gifted,Age Differences,Longitudinal Studies,Mail Surveys,Cognitive Structures,High School Graduates,Adults,Intelligence Differences,Family Attitudes,Ability Identification,Intelligence Tests,Graduate Surveys

The focus of this study was on gifted adults' perceptions of multigenerational giftedness in their families. Participants have been surveyed annually since their high school graduation in 1988. The purpose of the longitudinal study is to gain insight into the career and life development of gifted individuals post-high school. For the present follow-up study, data were collected via the Internet and mailed surveys and analyzed by a 5-member research team. Participants reported their perceptions of whether or not their parents and children were gifted and the areas of giftedness. The number of participants who perceived both parents to be gifted was roughly equal to those stating that neither parent was gifted. Areas of perceived giftedness differed between mothers and fathers. The majority of participants identified at least one of their children as gifted. Specific areas of giftedness perceived in participants' children and parents are described. Implications of the findings are discussed. (Contains 3 tables.)
Using Technology in Undergraduate Admission: A Student Perspective
Author: Lindbeck, Robin
Date: 2010-00-00
Type: Journal Articles
Subjects: Technology Integration,Internet,Technology Uses in Education,Use Studies,College Admission,Student Recruitment,College Freshmen,Mail Surveys,Student Attitudes,Student Characteristics,Performance Technology,Web Sites,Video Technology,Handheld Devices

The relationship that currently exists between undergraduate admission, technology and the Millennial generation continues to be an area of constant change. As technology trends come-and-go and resources continue to be limited, what are colleges and universities doing to ensure they are being as effective and efficient as possible when it comes to recruiting students through technological means or otherwise? Regardless, one thing remains certain: admission departments all over the country are actively engaged with the use of technology, yet few have confidence they are fully benefiting from its presence. One crucial perspective, in particular, remains to be fully captured--that of the prospective student. This study explores the technologies experienced by prospective students during the undergraduate recruiting process, as well as the student's perspectives on how influential each of the experiences with various technologies were on their decision to enroll. This study used a convenience sample of freshmen at two large state universities in the Midwest. Data were collected through a primarily quantitative online survey that focused on 10 broad categories of technology: (1) cell phones; (2) text messaging; (3) social media; (4) virtual communities; (5) instant messaging; (6) email; (7) blogs; (8) audio content/podcasts; (9) video content/vodcasts; and (10) school Web sites. These categories were further defined by six potential uses of each technology (notification of critical application information and deadlines, building relationship with admission counselors, notification of acceptance, informational (Q&amp;A), virtual tour of campus, and to find out &quot;what's happening&quot; on the campus). Both the broad categories and specific uses were derived from the existing literature on e-recruiting practices and a recent study looking at technology integration in freshmen recruiting from the perspective of admission offices. (Contains 2 tables and 1 chart.)
Exploring Academic Outcomes of Homeschooled Students
Author: Cogan, Michael F.
Date: 2010-00-00
Type: Journal Articles
Subjects: Grade Point Average,Graduation Rate,Home Schooling,Outcomes of Education,Multiple Regression Analysis,Academic Achievement,Educational Assessment,Educational Indicators,Academic Persistence,Predictor Variables,Learner Engagement,Cohort Analysis

This exploratory study examines the academic outcomes of homeschooled students who enter a medium size doctoral institution located in the Midwest. Descriptive analysis reveals homeschool students possess higher ACT scores, grade point averages (GPAs) and graduation rates when compared to traditionally-educated students. In addition, multiple regression analysis results reveal that students who are homeschooled earn higher first-year and fourth-year GPAs when controlling for demographic, pre-college, engagement, and first-term academic factors. Further, binary logistic regression results indicate there is no significant difference between homeschooled student's fall-to-fall retention and four-year graduation rates when compared to traditionally-educated students while controlling for these same factors. (Contains 3 tables.)
Assessment of Advanced Placement Participation and University Academic Success in the First Semester: Controlling for Selected High School Academic Abilities
Author: Scott, Timothy P.
Date: 2010-00-00
Type: Journal Articles
Subjects: Advanced Placement Programs,High School Students,Academic Ability,Academic Achievement,College Freshmen,Class Rank,College Entrance Examinations,Scores,Grade Point Average

The College Board Advanced Placement Program allows high school students to take college-level courses and if an appropriate score on an exam is received, college credit is earned. While the program has had its detractors (access in rural and inner-city schools, lack of diversity, pre-selection of talented students, poor articulation with actual college course work, etc.), it has had tremendous growth throughout the country. In this study, pre-college criteria, high school rank and SAT score were used to categorize students. Therefore, students with similar abilities could be compared, with the only difference being earned advanced placement credit. Regardless of ethnicity, gender, class rank or SAT score, students with advanced placement earned higher first semester college GPAs than their counterparts with similar high school academic characteristics, but who lacked advanced placement credit. (Contains 6 tables and 3 figures.)
Critique of Research Assessments
Author: Currie, Jan
Date: 2008-00-00
Type: Journal Articles
Subjects: Foreign Countries,Evaluation Methods,Evaluation Criteria,Measurement,Institutional Evaluation,Program Evaluation,Program Improvement,Educational Finance,Financial Support,Scholarship,Creativity,Research Administration,Research Directors,Research Universities,Research,Funding Formulas,Higher Education,Quality Control,Educational Quality,Educational Policy,Competition,Global Approach,Accountability,Institutional Characteristics,Comparative Education,International Education

This article introduces the issue of articles on research assessments and rankings. It focuses on the British Research Assessment Exercises (RAEs) and New Zealand's Performance Based Research Fund (PBRF). It contrasts these with systems that are not tied to funding formulas and emphasise quality enhancement rather than quality assurance. It indicates the negative consequences for individuals, institutions and the professional ethos of universities. It does not deny that there are also benefits gained by institutions that win additional funding through these mechanisms. Research managers benefit by being able to concentrate the efforts of researchers and gain more control over the research enterprise. However, scholarship and creativity are the likely losers in these exercises.