A Journey Toward Excellence: An Interview With Bruce M. Shore

From a sample of 13,176 children with disabilities who were a part of the Special Education Elementary Longitudinal Study, 330 students achieved a score at the 90th percentile or higher on the Woodcock-Johnson III. These children represent some 9.1% of children who have disabilities nationally and who might be identified as gifted or academically advanced. Only 11.1% of these students were participating in programs for gifted and talented students with African Americans, Hispanics, or females significantly less likely to participate. The discussion considers the reasons behind these results and possible approaches for identifying and serving students within a current response-to-intervention approach.     

争取更光明的未来的十个建议

Realize that life isn't always fair.Accept what you must,and change what you can.要知道生活并非总是公平的。接受必须接受的,改变所能改变的。Think before you act.A moment of carelessness or anger can cause years of anguish and regret.三思而后行。一时的疏忽与愤怒会造成历时数年的痛苦与悔恨。     

《学位与研究生教育》兼职编辑、通讯员工作研讨会在广州召开

本刊讯(记者 周玉清)《学位与研究生教育》兼职编辑、通讯员工作研讨会于2002年11月30日在华南理工大学召开,来自全国近30个研究生培养单位和地方学位委员会办公室的代表30余人参加了会议。 会上,《学位与研究生教育》执行副主编兼编辑部主任陆晨代表编辑部做了工作报告。代表们对一年来编辑部开展的工作及取得的办刊成绩给予了充分的肯定,并对如何进一步提高刊物的质量、扩大刊物的影响力     

启迪领导智慧 憧憬大学未来——中外大学校长论坛要点摘记(下)

六、教学质量标准以及质量保障 质量问题是中外大学校长普遍关心的问题。明尼苏达大学校长尤道夫认为,要保证教育质量,必须做到如下几方面:①必须有一个良好的校内管理体制。②所有著名的大学都是采取师生互动的学习方式,或者说是一种对话式的教育,包括允许本科生参加研究工作。③要重视研究与教学的结合,要由高水平的教授去教本科生。④要注意对学校管理人员的     

An Interview With Michael Swan

It was a hard, though enjoyable, task to sort out a list often from the large number of interesting questions that weresent in. In some cases several teachers dealt with essentiallythe same topic, which made it particularly difficult to chooseone rather than another. Here is my final selection of the "topten" questions, together with my attempts to answer them.     

Remarkable Trailblazer: An Interview With Jonathan Plucker

The quest for culture‐free or even culture‐fair tests of abilities has not succeeded. In their place, a culture‐specific approach to testing is suggested to identify talent hidden by socioeconomic deprivation. The culture‐specific approach to testing for artistic talent in black students suggested here is “Tactuality.” Tactuality was constructed by finding characteristics common to black cultural strengths and the artistically talented. The four characteristics of Tactuality identified were: emotional intensity, flexibility and open‐endedness, holistic perception, and tactile sensitivity. A Tactuality Test (Tac Test) was devised based on these four characteristics. The Tac Test was pilot tested with 63 fourth‐graders comprising an ethnic mixture. Statistical problems with validation occurred, requiring further statistical analysis and a larger test population.     

An International Perspective on Gifted Education: An Interview With Kirsi Tirri

Expectancy-value motivation profiles were identified in a sample of US ninth-grade students in 2009 (n = 19,259) using latent profile analysis. Of four distinct profiles, two were high, one typical, and one low in math and in science. In each area, the two high profiles were distinguished by (1) high self-efficacy with lower utility value and (2) high utility value with lower self-efficacy. High-ability was identified by a math score at least one standard deviation above the mean within the race/ethnicity group. Forty-one percent of high-ability students had high math motivation, while only 27% had high science motivation. Evidence of disidentification was observed. Some high-ability students had low motivation in math (15%) and science (28%). Implications for talent development and gifted education are discussed.     

Field of Gifted Dreams: An Interview With Susan Assouline

The characteristics of teachers in a full day program for the gifted were compared with those of teachers in the regular program using the Teacher Perceiver Interview, a structured interview technique which measures 12 characteristics of outstanding teachers. Six of the themes differentiated between the two groups. In comparing the six themes to characteristics of teachers of the gifted found in the literature, some traits which had previously been suggested to be characteristics of gifted teachers were confirmed, some were found not to be different from good teachers in general, and some characteristics not previously noted were found to differentiate teachers of the gifted.     

The Creative Path: An Interview With Dean Keith Simonton

Creativity tests measure specific cognitive processes such as thinking divergently, making associations, constructing and combining broad categories, or working on many ideas simultaneously. They also measure noncognitive aspects of creativity such as motivation (e.g., impulse expression, desire for novelty, risk‐taking), and facilitatory personal properties like flexibility, tolerance for independence, or positive attitudes to differentness. Raters can score the various kinds of test with substantial levels of agreement, while scores are internally stable to an acceptable degree. The tests also correlate to a reasonable degree with various criteria of creativity such as teacher ratings, and are useful predictors of adult behavior. Thus, they are useful in both research and education. However, they are best thought of as measures of creative potential because creative achievement depends on additional factors not measured by creativity tests, such as technical skill, knowledge of a field, mental health, or even opportunity. However, the multidimensional creativity concept they define indicates that assessments should be based on several tests, rather than relying on a single score.     

Strengthening Emotional Development: An Interview With Child Psychiatrist Joan Luby

Metacognition is an important component of advanced intellectual performance and, therefore, has been proposed to be more advanced in intellectually gifted than average children. However, existing research comparing gifted to average children's metacognitive abilities does not support this idea uniformly. Compared to average children, gifted children appear to have generally better declarative metacognitive knowledge and better ability to transfer strategies to situations distinct from those in which the strategy was learned. However, gifted children do not demonstrate consistently better strategy use, maintenance, or near transfer compared to average children. Nor do they display better cognitive monitoring ability compared to average children. Metacognition appears to be important to the development of high achievement in a domain. We argue that metacognitive abilities might be incorporated as additional criteria for entry into programs for the gifted beyond standard intelligence measures. Several identification methods which include metacognitive information are discussed.     

Talent Sleuth Extraordinaire: An Interview With Camilla P. Benbow

Independent study is one of the most effective methods for providing individualized instruction to the gifted child in the regular classroom.     

著名哲学家陈来先生访谈录

陈来先生是中国当代著名哲学家、北京大学教授、明清理学，其研究成果代表了目前本领域的世界领先水平。博士生导师。陈来先生的主要研究方向为儒家哲学、宋元康香阁副主编就什么是中国哲学，中国哲学的合法性，中国哲学学科的基本内涵，中国哲学研究的基本方法，中国哲学如何走向世界，20世纪冯友兰、张岱年二位先生的中国哲学研究，宋元明清时代的三大哲学家朱熹、王阳明和王夫之的研究以及《苟子》研究等学术前沿问题与陈来先生进行了访谈。同时还邀请哲学博士杨柱才教授、王楷博士和高海波博士等围绕陈来先生的学术成果撰写了3篇研究论文一同发表，以飨广大读者。