Academic Self-Concept and Academic Self-Efficacy: Self-Beliefs Enable Academic Achievement of Twice-Exceptional Students

Many studies have reported that twice-exceptional (2e) students were vulnerable in psychological traits and exhibited low-academic self-concept and academic self-efficacy. Such vulnerability may cause their academic failures. This study applied interpretative phenomenological analysis (IPA), a qualitative approach to investigate the perceptions of academic self-concept and academic self-efficacy in six 2e students from a Singapore secondary school. Results demonstrate that 2e students could possess high-academic self-concept and academic self-efficacy that empower their academic success. This study suggests strategies such as focusing on the 2e students’ strength areas and developing their interests in particular academic domains to enable their development of high-academic self-concept. We also recommend practices such as creating the experiences of success, practicing effective parental and teacher support, and providing positive peer influence to foster 2e students’ high-academic self-efficacy.     

The psychosocial experience of high school girls highly susceptible to stereotype threat: A phenomenological study

The author used phenomenology to explore the subjective experience of ninth-grade girls susceptible to mathematics-related stereotype threat in their authentic learning environments. The sample constituted students categorized as either having low or high susceptibility to stereotype threat (SST) enrolled in Honors mathematics classes at an urban high school in the Northeast United States. Results showed that high-SST students experienced a wide range of negative emotions regarding both mathematics and its learning context. Emotions commonly experienced by this group included low self-efficacy and hopelessness specific to learning mathematics, frustration, and feelings of isolation (both social and intellectual) in their classes. Experiences common to these students were perceived differential teacher treatment, and stereotype endorsement linking mathematics ability to fixed traits such as race or genetics. Low-SST students, on the other hand, experienced positive relationships with their teachers, positive schooling experiences, and a malleable view of intelligence.     

I can assess myself: Singaporean primary students' and teachers' perceptions of students' self-assessment ability

Student self-assessment engages the students in purposeful reflection about what they are learning and how they are learning it. This study investigated the perceptions of students and teachers towards the students' self-assessment ability in two Singapore primary schools. A total of 75 students were taught how to use self-assessment. Eighteen students' self-assessments were randomly selected and compared with an independent panel of teachers' assessment. The results revealed both differences as well as similarities between the students' and teachers' perceptions of students' self-assessment ability. The findings and the implications for students are discussed in concluding the article.     

参与奥赛的资优高中生创新能力更强吗？——基于某大赛参赛学生数据的实证研究

奥赛经历对于创新人才的长期影响是一个重要但缺乏定量基础的教育问题。基于某大赛2019年全国决赛345名选手的问卷调查,实证分析了资优高中生五大学科奥赛参与经历对其创新能力的影响。运用多元线性回归（OLS）、倾向得分匹配法（PSM）等多种实证方法研究发现：在被调查的345名资优高中生中,参赛经历与其创新能力水平存在显著的正相关关系;在控制了个人、家庭、学校等相关特征后,与具有相似概率参与奥赛却未参与的学生相比,参赛学生具备显著更强的创新能力。基于实证分析的进一步讨论发现,高中学校的教学环境也是影响学生创新能力的显著变量,升学政策刺激下异化的奥赛培养模式不利于培育资优高中生的创新能力。     

Implicit theories of ability of Grade 6 science students: Relation to epistemological beliefs and academic motivation and achievement in science

We investigated: (a) the associations of implicit theories and epistemological beliefs and their effects on the academic motivation and achievement of students in Grade 6 science and (b) the mean differences of implicit theories, epistemological beliefs, and academic motivation and achievement as a function of gender and race/ethnicity (N = 508). Path analysis revealed that an incremental view of ability had direct and indirect effects on adaptive motivational factors, whereas fixed entity views had direct and indirect effects on maladaptive factors. Epistemological beliefs mediated the influence of implicit theories of ability on achievement goal orientations, self-efficacy, and science achievement. Results are discussed in relation to Dweck and Leggett’s (1988) social-cognitive theory with a focus on middle school science.     

Factors related to resilience of academically gifted students in the chinese cultural and educational environment

This study examined variables in three domains (personal, parent support, and peer support) for their relationships with the resilience of academically gifted students in the Chinese cultural and educational environment. The participants were 484 academically gifted students in two highly competitive secondary schools (so‐called “key” schools) in a metropolitan city in southern China. The constructs measured in the personal domain were resilience, hope, creativity, and curiosity. The constructs measured in the domain of parent support were parent trust, parent communication, and parent alienation. The constructs measured in the peer support domain were peer trust, peer communication, and peer alienation. Three nested regression models showed that the personal constructs (hope, creativity, and curiosity) were all related to the resilience of the academically gifted students. Parent support variables did not exhibit predictive effects over and above that of the personal constructs, but peer support variables did show additional predictive effects over and beyond personal variables and parent support variables. Explanations and implications were discussed for the findings, and some limitations of the study were also discussed.     

Academic Role and Perceptions of Gatekeeping in Counselor Education

Gatekeeping in counselor education is an ethical responsibility and professional best practice. The authors examined gatekeeping perceptions of 9 counselor educators, with equal representation of assistant professors, associate/full professors, and adjuncts/instructors/lecturers. The authors analyzed data using consensual qualitative research methodology (Hill, Thompson, & Williams, 1997 ). Findings include commonalities and differences between academic role groups.     

Structure,Impact, and Deficiencies of Beginning Counselor Educators' Doctoral Teaching Preparation

The authors utilized the consensual qualitative research method (Hill, Thompson, & Williams, 1997 ) to explore beginning counselor educators' (N = 9) experiences of doctoral teaching preparation, including helpful and missing components. Emerging themes included a lack of intentionality in teaching‐related program design and a need for stronger preparation in pedagogy and content delivery methods.     

Science and Technology Education in Slovenian Compulsory Basic School: Possibilities for Gifted Education

The article presents an analytical overview of the science and technology curriculum from the viewpoint of the inclusive approach adopted toward gifted education in Slovenian basic education. The main research question concerns how the current curriculum fits the learning needs of gifted students. For the purposes of the study, 16 compulsory and elective syllabi of science and technology school subjects were identified and qualitatively analyzed, and the role of activity days was examined within the target framework. The results show a rather weak operationalization of recommendations for gifted education in defined learning objectives and standards in the syllabi. Moreover, it was found that elective school subjects in science and technology are poorly represented in students’ overall selection of elective school subjects. In addition, activity days offer numerous possibilities for the implementation of the general recommendations for teaching the gifted.     

Young people and high school in Mexico: subjectivisation,others and reflexivity

This article is based on the finding that for many students, high school is a place for young people's life and living together, a place for subjectivisation. The process of subjectivisation is approached through a discussion that questions conceptions of students as strategists of their school trajectory, as well as conceptions of youth life as the excitement of vibrating together. The claim is made that young people's life at school is a process of finding meaningful Others: other styles, other friends, and the other gender. Faced with options and risks, students also develop reflexivity. These topics are examined in three different scenarios: a general high school that is part of the university system in Mexico City, a technical high school in the metropolitan area, and community intercultural high schools in an indigenous rural zone.     

Understanding the Young Gifted Child: Guidelines for Parents, Families, and Educators

Young children who are gifted or talented share special characteristics that impact on the way they learn and develop. Teachers and parents need to consider the unique needs of each child as they plan ways to nurture and educate these youngsters. Concerns such as uneven development, the need for acceleration and/or enrichment, appropriate socialization and peer interactions, and modification of the curriculum are some of the topics discussed. Suggestions for teachers and parents are included along with a variety of resources.     

Curriculum and instruction for the gifted: The role of school psychologists

This paper explores the school psychologist's role in the academic and psychosocial development of students identified as gifted and talented via curriculum. Given the school psychologists' assessment expertize, they can inform the identification to service placement process for students, including advocacy for curricular and instructional opportunities that best meet the student's needs. We discuss modern conceptualizations of giftedness and talent development, the function of curriculum and instruction in meeting the needs of students who are gifted and the school psychologist's role in identifying which curricular adaptations are appropriate for students based on learner data. We also discuss how a school psychologist can work with educators to support the needs of twice exceptional learners and gay, lesbian, bisexual, transgender and questioning students and recommend professional learning opportunities for school psychologists to remain abreast of current issues in gifted education.     

Undocumented Latino students pursuing degrees in STEM disciplines: Attitudes,perceptions, teacher support,and future views

If classrooms are being filled with undocumented Latino students, it is essential that teachers are trained on how to better serve this population, placing a particular focus on those students who have a passion for STEM disciplines, because the U.S. deserves a group of multilingual and multicultural student workers who will help America compete with innovators throughout the world. This mixed-methods convergent parallel study examined the primary variables that undocumented Latino students attending a DC public charter school face when choosing STEM studies or degrees. Data were obtained in order to further understand student attitudes towards STEM, positive and negative perceptions about life, support from teachers, and views of the future. Through this study, educators will be able to better assist undocumented Latino students in their pursuit of a STEM discipline.     

Careers in dairy: adolescents perceptions and attitudes

ABSTRACT

Purpose: This paper examines the attitudes and perceptions of Irish adolescents towards potential careers in dairy farming within the context of generational renewal for a dynamic agri-food sector.

Design/methodology/approach: The lens of occupational choice theory was used to present a framework within which potential careers are considered. A questionnaire-survey was undertaken with 490 Irish adolescents (15–18 yrs).

Findings: While parents have the greatest influence on the career choices of adolescents, there was a positive correlation between studying agricultural science in school and considering an agricultural related career. Adolescent's attitudes towards careers in dairy farming were subject to perceptions about gender, farm ownership, potential income and work-life balance. There was a high degree of openness to gaining work experience on dairy farms.

Practical implications: With an increased interest in agricultural science in second level schools in Ireland, the findings point to opportunities to influence awareness and attitudes of adolescents and their parents about career possibilities in dairy farming and to encourage both familial and non-familiar generational renewal.

Theoretical implications: The paper contributes an understanding of career choices and aspirations in adolescence to add to the growing body of literature on generational renewal in farming.

Originality/value: This paper focuses specifically on dairy farming, providing more detailed information about adolescents’ perceptions of dairy farming careers. The study highlights the positive relationship between studying agricultural science in school and subsequent interest in agricultural related careers. The results indicate that generation renewal in agriculture can be enhanced by giving increased attention to agriculture in school curricula.     

Looking Back on Lessons Learned: Gifted Adults Reflect on Their Experiences in Advanced Classes

The purpose of this study was to learn about gifted adults' experiences in advanced classes and attitudes about advanced classes or gifted programs for their children. Participants were 88 adults (33 men and 55 women) who have been participating in a longitudinal study of academically talented individuals since their high-school graduation in 1988. Participants responded to open-ended questions via mailed surveys. Eighty-five percent of participants described their academic experiences in advanced classes as positive, whereas slightly fewer participants (59%) described their interpersonal experiences in advanced classes as positive. Seventy-five percent of participants with children described signs of giftedness in their children, and 88% of participants indicated that they would support advanced placement for their children if it were recommended by the school. Implications of the findings were discussed and directions for future research were provided.     

Viewing international students as state stimulus potential: current perceptions and future possibilities

In this difficult economic climate state policy makers are increasingly focused on higher education as an economic development tool. Many rust belt states are looking to transform themselves from a state dependent on manufacturing and agriculture to a more diverse knowledge based economy. Many nations use higher education as a catalyst for economic development but rarely has it been viewed as a more local state or province based initiative. Therefore, one often overlooked component of an integrated economic strategy is encouraging more international students to attend college in a particular state, as an economic development tool. International students not only add significantly to the local economy through direct expenditures, but enrich the experiences of domestic students. In addition, many international students remain in the community in which they were educated, adding a global dimension to existing firms, or in many cases, establishing a new entrepreneurial venture. As competition for students intensifies, and states look to find solutions to supplement their growing budget deficits, many more will be looking to promote their public universities to increase international student enrollment. Yet little is known about the perceptions of the two groups, international students and domestic students, who will be most directly impacted by the economic and public policy issues. Understanding the perceptions of international students is crucial to developing an effective marketing plan, while views of domestic students are also important as they shape the experiences of international students and influence public policy. The current study utilised a survey of more than 800 students to measure current students' perceptions in the following three areas: the state economy, impact of international students, and public policy and international students. Results suggest that domestic students are concerned about the state's economic future, have a positive perception of the economic benefits of international students, and support policies to increase international student enrollment. International students have more positive views of globalization and the positive economic impact of internationalization of education. In addition, international students have a positive perception of their experiences in the state, although many do not, at this time plan to stay in the state after graduation.     

Enabling pupil participation in a study of perceptions of disengagement: methodological matters

Guidance and legislation in the UK suggest that it is becoming increasingly important to listen to the voices of pupils, to acknowledge their rights and to consult and collaborate with them in the development of personalised approaches to their education. In this article, Jackie Ravet, lecturer in inclusive practice at the University of Aberdeen, explores the methodological issues raised by a study of pupil perceptions of their disengagement in the primary classroom. She examines how an interpretative methodology was adapted to enable a group of eight- and nine-year-old primary school pupils to reflect upon their responses to learning and to express their interpretations, explanations and evaluations of their disengagement. Jackie Ravet's article details the array of interpretative methods used throughout her study with a particular focus upon a sequence of practical, activity-based interview formats designed to enable pupil communication and participation. This exposition is followed by a critique of the methodology and a discussion of its implications for research involving young children. The article closes with a call for pupils to be more effectively involved in reflecting upon the processes of participative research and in meaningful partnerships for school improvement. This article will be of interest to anyone seeking to enhance consultation and collaboration with pupils.     

Empowering Mong Students: Home and School Factors

This article examines how home and school factors affect the education of Mong students in the U.S., a group that, by in large, is not faring well academically. The study is based on related research and interviews with teachers, students, and the parents of a group of Mong elementary school students in northern California. The findings reveal that Mong students' negative schooling experiences are exacerbated by the mismatch between the home and school culture, by misconceptions and labeling by parents and teachers, and by issues pertaining to their attempts to assimilate into American society. Therefore, Mong students experience a culture clash at home and at school. Conversely, Mong students are empowered by a culturally relevant curriculum, and a school environment that values their culture, and that utilizes their parents as resources. Hence, they need more support from both parents and teachers.     

Gender and ethnic differences in precollege mathematics coursework related to science,technology, engineering,and mathematics (STEM) pathways

This paper aims to investigate how stability varies with the approach used in estimating school performance in a large sample of English primary schools. The results show that (a) raw performance is considerably more stable than adjusted performance, which in turn is slightly more stable than growth model estimates; (b) schools’ performance indicators are less dependent on the schools’ social composition score when scores are adjusted, and in particular for growth scores; (c) in the multilevel growth models (MGM), 74% of the variance in student rates of growth is attributable to schools; (d) the trajectories of individual students within a school are highly convergent, as if they were all being brought towards a common, stable target. Some implications for using these indicators for evaluating and regulating school improvement are discussed.