Showing papers in "Gifted Child Quarterly in 2008"

Gender Differences in Gifted and Average-Ability Students: Comparing Girls' and Boys' Achievement, Self-Concept, Interest, and Motivation in Mathematics.

Abstract: This article investigates gender differences in 181 gifted and 181 average-ability sixth graders in achievement, academic self-concept, interest, and motivation in mathematics. Giftedness was conce...

Teachers' Negative Affect Toward Academically Gifted Students An Evolutionary Psychological Study

Abstract: A frequent reason for teachers not making special provisions for a gifted child is that the child is “not fitting in socially.” The conjecture that a psychological source of such negative affect has evolved along with human language was tested with a large sample (N = 377) of teachers in England, Scotland, and Australia who were undertaking continuing professional development (CPD) in gifted education. Quantitative indicators of teachers' subconscious feelings toward gifted children were measured using a five-dimensional semantic differential instrument. Oblique factor analysis produced a three-factor structure, namely, general characteristics of gifted children including high cognitive abilities, social misfits, and antisocial leaders. Teachers' negative affect toward gifted children concerns the potential use of high intelligence toward social noncompliance. The factor scores for teachers completing the CPD programs were lower for the social noncompliance factors and higher for the general factor compar...

A Narrow Escape: Gifted Students' Perceptions of Advanced Placement and International Baccalaureate Programs.

Abstract: Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study investigates how a broad range of gifted secondary students perceives and evaluates the curriculum, instruction, and environments within AP and IE courses. Interviews with 200 students in 23 U.S. high schools revealed that although students believe that AP and IE courses provide a greater level of academic challenge and more favorable learning environments than other existing high school courses, the curriculum and instruction within AP and IE courses are not a good fit for all learners, particularly those from traditionally underserved populations. Recommendations for increasing the fit of AP and IB courses for-and consequently for increasing the participation of-students from traditionally underserved populations are discussed.

Identifying Academically Gifted English-Language Learners Using Nonverbal Tests A Comparison of the Raven, NNAT, and CogAT

Abstract: In this study, the authors compare the validity of three nonverbal tests for the purpose of identifying academically gifted English-language learners (ELLs). Participants were 1,198 elementary children (approximately 40% ELLs). All were administered the Raven Standard Progressive Matrices (Raven), the Naglieri Nonverbal Ability Test (NNAT), and Form 6 of the Cognitive Abilities Test (CogAT). Results show that the U.S. national norms for the Raven substantially overestimate the number of high-scoring children; that because of errors in norming, the NNAT overestimates the number of both high-scoring and low-scoring children; that primary-level ELL children score especially poorly on the NNAT; that the standard error of measurement was twice as large for the NNAT as for the Raven or the CogAT; that ELL children scored .5 to .67 standard deviations lower than non-ELL children on the three nonverbal tests; and that none of the nonverbal tests predict achievement for ELL students very well. Putting Research to Use: Do nonverbal reasoning tests level the field for ELL children? Many practitioners have assumed that they do. However ELL children in this study scored 8 to 10 points lower than non-ELL children on the three nonverbal tests. The study also shows that practitioners cannot assume that national norms on the tests are of comparable quality. When put on the same scale as CogAT, Raven scores averaged 10 points higher than CogAT and NNAT scores. For NNAT, the mean is correct but the variability was up to 40% too large. Thus, when using national norms, both the Raven and NNAT will substantially overestimate the number of high-scoring children.

A Study of Differentiated Instructional Change Over 3 Years

Abstract: This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional dev...

A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students

Abstract: The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated meth- ods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included inter- views with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success. Putting the Research to Use: This article describes identification and programming strategies designed to foster the successful inclusion of students from all cultural groups and all ages and geographic locations in gifted pro- grams. The strategies have been implemented in various types of programs and reflect a variety of approaches, including acceleration, enrichment, mentorships, and combinations of curricular and instructional approaches. These approaches can be implemented before identification has taken place to help prepare students for more chal- lenging content (a strategy called front-loading) and after students have been identified to help them succeed in the program. It is our responsibility to cultivate the talents of all young people, including those from groups his- torically overlooked for gifted programs. The relative success of the programs described in this article suggests that educators seeking to create more inclusive gifted programs may look to creative identification and support strategies to help them reach this end.

Snowflakes, Living Systems, and the Mystery of Giftedness

Abstract: The main argument of this article is that human living systems are open, dynamic, intentional systems and, therefore, are capable of building ever more complex behaviors through self-organization and self-direction. This principle underlying general human development is also applicable to the development of gifted and talented behaviors. These behaviors are dynamic because persons demonstrating such behaviors are forming dynamic, functional relations with a specific environment, with unique temporal trajectories capable of engendering emergent properties that feed into further development. This Contextual, Emergent, and Dynamic Model provides an alternative to traditional static, reductionistic, trait-based conceptions of giftedness. The article further elaborates on three dynamic facets of the making of gifted potential: selective affinity, maximal grip, and being at the edge of chaos. These facets allow for dealing with the genesis of talents, developing expertise over an extended period, and developing creative potential.

Identifying Young Gifted Children Using the Gifted Rating Scales—Preschool/ Kindergarten Form:

Abstract: This article reports on an analysis of the diagnostic accuracy of a new teacher rating scale designed to assist in the identification of gifted preschool and kindergarten students. The Gifted Rating Scales-Preschool/Kindergarten Form (GRS-P) is based on a multidimensional model of giftedness. An examination of the standardization sample using diagnostic efficiency statistics provides support for the diagnostic accuracy of the GRS-P Intellectual Ability and Academic Ability scales identifying intellectual giftedness, irrespective of the IQ cut score used to demarcate giftedness. The present findings extend the analysis of the standardization sample reported in the test manual and provide additional support for the GRS-P as a gifted screening tool.

A National Picture of Talent Search and Talent Search Educational Programs

Abstract: This article presents a comprehensive portrait of talent search testing and associated educational programs in the United States, now some 35 years after Dr. Julian Stanley originated the concept. Survey data from the six major talent search centers in the United States were used to examine the scope of talent search educational offerings, including accelerated summer, distance education, Saturday and weekend, and leadership programs. Reported data reveal that over 3 million students have participated in talent search testing since these programs' inception, and subsequently thousands of these students participate each year in other educational programs offered by these organizations. In addition to above-level test scores, data used to prequalify students to participate include on-level standardized achievement tests, teacher or parent nominations, and portfolios. Disproportional representations within talent search testing and educational programs by racial and household income levels were addressed with a need for more financial support and collaborative work between talent search centers and local schools for more students to benefit from the talent search model.

The Psychology of Gifted Adolescents as Measured by the MMPI-A

Abstract: The focus of this study is an examination of gifted students' responses on the Minnesota Multiphasic Personality Inventory-Adolescent (MMPI-A) in relation to the adolescent norming sample. The comparisons on clinical, content, and Harris-Lingoes scales provide evidence that gifted adolescent boys' and girls' responses do not differ from one another significantly. Furthermore, the data reveal that the assumption held by many that gifted adolescents are more prone to experience heightened rates of neuroticism or personality difficulties is unsupported by the empirical data. Analyses of MMPI-A scores reveal that gifted students' scores are equivalent to or lower than the general population in all areas. The results are discussed as continued empirical evidence that gifted adolescents do not demonstrate abnormal levels of psychological or personality deviance because of their elevated cognitive abilities

Talented Students in an Exemplary Career and Technical Education School: A Qualitative Inquiry.

Abstract: Outstanding talents exist in all areas of human endeavor, yet little information exists concerning gifted and talented students in career and technical education (CTE) settings. This qualitative study investigated an exemplary CTE center and the experiences of the rural secondary students who were identified as talented in this setting. Four themes emerged and paralleled suggested practices in gifted education: individualization, student-centered meaningful choices, instructors as developers of talent, and participation in career and technical student organizations. Results offer methods that secondary educators can use to recognize and identify talented CTE students and engage them in challenging, meaningful learning. Findings of positive experiences of talented students in this setting led to the conclusions that CTE programs should be included as part of the continuum of services for gifted and talented youth and that CTE programs should identify, recognize, and serve gifted and talented students.

Childhood Giftedness and Adulthood Genius: A Historiometric Analysis of 291 Eminent African Americans

Abstract: Although the association between giftedness and genius has been the subject of several retrospective, longitudinal, and historiometric studies, this research concentrated on majority-culture samples. In the current study, Cox's (1926) findings regarding 301 geniuses were replicated on a sample of 291 eminent African Americans. Relative genius was measured by two archival eminence measures (majority White and minority Black culture) and by scores on the Creative Achievement Scale (Ludwig, 1992). Giftedness was assessed by raters blind to the identity of the individuals being evaluated. Control variables were defined for gender, year of birth, status as a living contemporary, and 18 domains of achievement. Multiple regression analyses indicated that adulthood eminence and creative achievement are positively correlated with early giftedness, with an effect size comparable to that found in the Cox study. Furthermore, this association was not moderated by gender, birth year, or most of the remaining variables

Psychometric Characteristics of the Harter Self-Perception Profiles for Adolescents and Children for Use with Gifted Populations.

Abstract: Assessing the psychometric properties of scores on self-concept measures with gifted students may provide guidance for interpretation and selection of appropriate instruments to use for individual assessments and in studies of self-concept. Given the widespread use of the Harter Self-Perception Profiles for Children and Adolescents, the purposes of this study were to replicate reliability studies of the Self-Perception Profile for Children in a sample of gifted students, to assess the reliability of gifted students' scores on the Self-Perception Profile for Adolescents, and to examine the validity of scores on both instruments for use with gifted populations. Results provide evidence of validity and reliability for use with gifted populations.

Twice-Exceptional Students' Use of Metacognitive Skills on a Comprehension Monitoring Task

Abstract: Boys identified as learning-disabled gifted or twice exceptional, at two different grade levels (5th or 6th grades, and 11th or 12th grades), were asked to read a history text with unknown vocabula...

Giftedness of Chinese Students in Hong Kong: Perspectives from Different Conceptions of Intelligences.

Abstract: This study examined the self-perceived intelligences (multiple intelligences, emotional intelligence, and successful intelligence) of 498 Chinese gifted students in Hong Kong. Based on the associations among perceived intelligence scores, three dimensions could be distinguished to describe giftedness and could be interpreted as global giftedness, socioemotional giftedness, and artistic giftedness. Using profiles of perceived intelligences, students could be classified as falling into four clusters of supersmart students, socioemotionally gifted students, modest gifted students, and artistically gifted students. The supersmart students engaged in more activities related to leadership and creativity than the other clusters of students, with the modest gifted students reporting the least engagement. The supersmart students, however, were rated by teachers as less emotionally mature, showing less concern for others, and more likely to have behavioral conduct problems than the socioemotionally gifted students. Implications of the findings for conceptualizing giftedness and working with different groups of gifted students are discussed.

Validation of the Gifted Rating Scales–School Form in China

Abstract: The Gifted Rating Scales-School Form (GRS-S), a teacher-completed rating scale, is designed to identify five types of giftedness and motivation. This study examines the reliability and validity of a Chinese-translated version of the GRS-S with a sample of Chinese elementary and middle school students (N = 499). The Chinese GRSS was found to have high internal consistency. Results of the confirmatory factor analysis corroborated the six-factor solution of the original GRS-S. Comparison of the GRS-S scores and measures of academic performance provide preliminary support for the criterion validity of the Chinese-translated GRS-S. Significant age and gender differences on the Chinese GRS-S were found. Results provide preliminary support for the Chinese version of the GRS-S as a reliable and valid measure of giftedness for Chinese students.

A Place to Be Celebrated and Understood The Impact of Early University Entrance From Parents' Points of View

Abstract: This study surveyed 181 parents of students enrolled in one of two early entrance programs at the University of Washington: the Early Entrance Program for students who entered before age 15 and the University of Washington Academy for Young Scholars for students who matriculated after Grade 10. The purpose was to understand parents' perspectives on the early entrance experience, including reasons for choosing early entrance, satisfaction with their children's program, perceived advantages and disadvantages of early entrance, and the effect of early entrance on family relationships. Ninety-five parents participated, with the majority reporting great satisfaction with multiple aspects of their and their children's experience. Early Entrance Program parents expressed a slightly higher degree of satisfaction than did Academy parents. This study suggests that early university entrance is an attractive option for parents willing to follow the lead of their talented and ambitious adolescents.Putting the Research...

“You Could Be Doing Brain Surgery”: Gifted Girls Becoming Teachers:

Abstract: This qualitative study focuses on messages to gifted girls about their choice of a career in teaching. Participants consisted of 18 female teachers identified as gifted. The methodology consisted of semi structured interviews and focus group discussions. Findings indicate that messages of discouragement toward a career in teaching were more numerous and more emphatic than were messages of encouragement. Despite this, these participants were content with and remained committed to teaching careers for the foreseeable future. Participants also mentioned a variety of ways in which their giftedness interacted with their teaching, for their own benefit and that of their students. Recommendations for counselors, teachers, and parents include providing information about the entire range of career options and carefully matching career pathways with the student's interests and dreams rather than the adult's preconceived notions of success or prestige

Using Self-Concept Instruments With High-Ability College Students Reliability and Validity Evidence

Abstract: This study investigated the reliability and validity of the academic subscales of Marsh's Self-Description Questionnaire ill and Neeman and Harter's Self-Perception Profile for College Students for use with high-ability college students. Participants included 100 high-ability college students and 196 average-ability college students enrolled in a comprehensive university in the South. Data analysis estimates of internal consistency were moderate, and estimates of relationships with external validity criteria, namely, academic achievement, aspirations, and year in school, moderately supported the validity of each subscale. Results indicate some support for the use of each subscale with highability college students.

Relationships Among Private Speech and Creativity in Head Start and Low—Socioeconomic Status Preschool Children

Abstract: The purpose of this study was to explore Vygotsky's notion of private speech as a cognitive self-regulatory process and how it related to creativity measures among at-risk children. Thirty-two Head Start and state-funded Pre-K children completed the Torrance creativity test Thinking Creatively in Action and Movement (TCAM). The children's private speech was collected in an open play context and while children completed structured logical-mathematical activities. Results revealed that both originality and fluency creativity were related to self-direction private speech and grand total private speech. Findings support that cognitive self-regulating private speech may be related to creative thinking and that private speech may offer a method for assessing early creative thinking in children from various cultural and economic backgrounds.

Academically Talented Students' Attitudes Toward Service in the Community

Abstract: In this study, the authors examined participation rates in, and attitudes toward, service in community set- tings in a sample of 936 academically talented adolescents. Results indicated that about 50% of the participants par- ticipated in both classroom-sponsored and organization-sponsored service activities, with female students reporting higher rates than male students. Participation rates increased with increases in socioeconomic status, and rates in organization-sponsored activities increased across grade levels. Attitudes toward service were generally positive, with female students having more positive attitudes than male students. These findings mirror results from studies of non- identified students and suggest that differences in participation rates in service activities may be reflecting differences in economic circumstances that allow for participation. Putting the Research to Use: As service learning involves combining academic content with meaningful service in communities, there are those who believe that service learning is particularly well suited to students who are at the upper end of the academic achievement distribution and that these students have the potential to benefit from service learning to a greater extent than their less talented peers. The results of this study suggest that in many ways, academically talented students' participation in service activities is similar to that of their nonidentified peers but also raise important questions about the relationships of context for participation in service activities. Findings from this study suggest that socioeconomic status may limit options for participation in service activi- ties, both at the individual and school levels, and if this proves to be correct, this needs to be countered both by teachers and through policies at the district level.

Reviving Perry: An Analysis of Epistemological Change by Gender and Ethnicity Among Gifted High School Students

Abstract: This study examines development along Perry's intellectual and ethical scale among three successive graduating classes of students identified as gifted and talented in mathematics and science. Perry posits that intellectual development proceeds from a basic dualism through nine stages ("positions") and culminates with a sense of personal identify and commitment. Perry suggests that the college years act as the agent of intellectual development, but others have argued that Perry's scheme is not flexible enough to account for gender- and culture-based differences. This study uses a paper-and-pencil questionnaire to describe developmental characteristics of gifted high school students and examines between-group differences between gender and ethnic groups at the high school sophomore and senior years. All groups showed significant improvement from sophomore to senior year. There were no differences by gender or ethnicity at the sophomore year, but by senior year, significant developmental differences existed among ethnic groups.

Do Contributors to Intellect Explain the Moral Judgment Abilities of Gifted Youth

Abstract: To assess reaction time and attributional complexity as factors contributing to the relatively high moral judgment of gifted youth, a sample of 30 gifted youth and 30 college students responded to a computerized measure of moral judgment development, which also indexed reaction time. Additionally, participants completed a measure- ment of attributional complexity and reported American College Test (ACT) scores. Statistically significant differ- ences favored the gifted in moral judgment development, reaction time, and attributional complexity. Regression analysis revealed that attributional complexity explained a significant amount of variance, whereas ACT scores and reaction times accounted for minimal variance. Although reaction time did not predict moral judgment developmen- tal difference, discussion is offered to suggest how gifted youth, such as those in this study, might benefit from using their reaction time when considering moral situations.

Book Review: Jensen, A. R. (2006). Clocking the mind: Mental chronometry and individual differences. Amsterdam: Elsevier. (ISBN 978-0-08-044939-5)

Abstract: The title of Jensen’s new work, Clocking the Mind: Mental Chronometry and Individual Differences, conjures up the image of a runner, mentally itching to be released at the starting gates. It is quite fitting in the sense that the purpose of using elementary cognitive tasks (ECTs), the building blocks of chronometric research, is to capture snapshots of the mind in its purest short sprints in an attempt to better understand not only its systematic inner workings but also the implications for the same mind when running a marathon as the incremental aggregation of the brain sprinting smaller distances that add up over time to create an individual’s intellectual life. Opening with an historical account of the origins of reaction time (RT) research in both psychology and astronomy, Jensen demonstrates how individual differences made a difference in the recording of “the time that a given star crossed the hairline in a telescope” (p. 2), sparking the correction of visual recordings of time for individual differences in measurement error. Jensen opens with this simple, relevant story and then pushes forward with another example: how Sir Francis Galton’s attempts at measuring RT and correlating it with other variables (e.g., intelligence) failed partly because of the imperfections in the instrumentation and partially because of other factors. Jensen writes,