An investigation of the college and career counseling needs of economically disadvantaged,minority gifted students

This study is an investigation of the college and career counseling needs of economically disadvantaged, academically gifted minority students. Two groups of students were studied and compared ‐ one group of 50 low‐income students, predominantly minority, who were chosen for a special college counseling program, and a second group of 42 middle to high income students, predominantly Asian and Caucasian, who were participating in a summer academic program. Students were compared on college plans and preparations, aspirations and expectations about higher education, support from others, motivation, values, and career interests and maturity. Results showed that the gifted disadvantaged students had lower educational aspirations, felt somewhat less prepared for college and less confident about being admitted, had unrealistic ideas about how to finance college, and perceived that college life would be more frightening and lonely compared to nondisadvantaged students. Student groups were similar in motivation to attend college, support from significant others and values. Disadvantaged students had better skills related to selecting a career but expressed less confidence in making a career decision. The results suggest a need for differentiated college counseling programs for disadvantaged minority students.     

天才学习不良学生的评估与诊断

对天才学习不良学生的评估需要同时考虑天才与学习不良的标准,但由于天才学习不良的定义本身不清晰,使得对它的鉴定缺乏明确的标准。已有研究提出的标准主要涉及天才、能力一成绩差异和加工能力缺陷三个方面。目前对天才学习不良学生的鉴定主要是理论层面的探讨,实践研究很少。多数的研究主张综合运用多种方法来鉴定天才学习不良群体。未来的研究应集合天才领域与学习不良领域的专家,将对天才学习不良学生的诊断与干预结合起来,更好地为这一群体提供需要的服务。     

Working toward equitable gifted programming: The school psychologist's role

As culturally, linguistically, and economically diverse students continue to be underrepresented in gifted programs, the beliefs that frame teacher perceptions of giftedness remain an important area of focus. Literature indicates that a lack of gifted-specific coursework in teacher preparation programs may sustain ill-formed preconceptions regarding giftedness, leading new teachers to rely on bias and stereotypic thinking when nominating students for gifted identification. Furthermore, deficit thinking and colorblind racial attitudes may interfere with the implementation of culture-fair identification practices and the implementation of multicultural pedagogy meant to elicit unique strengths and engage culturally diverse students. This article explores these barriers to equitable programming and concludes with broad recommendations for school psychologists in advocating for traditionally underrepresented gifted students.     

Studying the meaning of giftedness: Inspiration from the field of cognitive psychology

Despite efforts to create alternative strategies to identify students from diverse backgrounds, there remains a disproportionately small minority representation in programs for the academically gifted. One reason for this discrepancy may be the effect of teachers’ theories of giftedness on how they nominate students for gifted programming. However, very little research has been conducted on teachers’ individual theories of giftedness. Inspiration for new ways of conducting research on theories of giftedness may come from research on concept and category formation from the field of cognitive psychology.     

IDENTIFICATION AND LONGITUDINAL STUDY OF DIFFERENT FORMS OF GIFTEDNESS IN OLDER ADOLESCENTS

This study involved an adaptation and evaluation of the Munich differential diagnostic instrument for the identification of gifted and highly gifted schoolchildren (KFT). An analysis was carried out of the relationship between various forms of giftedness and actual performance. A two step procedure was applied to select gifted students using a Teachers' Checklist, the KFT and tests of creativity. About 70 gifted youngsters were selected from 600 students. The label “gifted” was used for the top 6%‐10%, “highly gifted” for the top 3%–5% and “extremely gifted” for the highest scoring members of the group. The control group (70 unselected students) was investigated with the same methods. There were clear differences between the gifted, highly gifted and extremely gifted students in every domain of giftedness. Different forms of giftedness developed in the students during the three year period.     

Focusing attention on the individual in identification of gifted black students

Despite efforts to desegregate and promote equal opportunity, Black students have a minimal role in gifted programs. Efforts to improve this situation must begin with a focus on the individual student. Classroom teachers need assistance from gifted and talented coordinators with nomination procedures. Information regarding standardized tests, perceptions of low achievement, and the characteristics of Black achievers is essential for improving nomination. The second step to increasing minority participation in gifted programs is to implement a multi‐criteria assessment profile. Compiled by the gifted and talented coordinator with the continued assistance of the classroom teacher, this profile should include a case study documenting gifted characteristics, family background information, and peer evaluations. Standardized test scores may play a minor role. Successful identification of gifted Black students depends on a thorough examination of the individual.     

Sense of belonging or feeling marginalized? Using PISA 2012 to assess the state of academically gifted students within the EU

There are two competing stereotypes of gifted students: harmony theory (gifted students are well adjusted and successful in life) and disharmony theory (giftedness forms a threat to a harmonious development). In this context, the PISA 2012 data were used to explore middle-school students’ experiences in terms of sense of belonging, student–teacher relations and attitudes toward school concerning learning activities/outcomes. Fifteen-year-old students from 13 European countries were selected for this data-set (normative = 79,550, gifted = 1956). Student’s scores on the four scales were tested for significant differences with students from that same country. Tests revealed no significant differences for 55% of the comparisons, 40% of comparisons had positive effect sizes for gifted students, and 4% had negative effect sizes. The evidence presented in this study supports the existence of harmony theory. More specifically, the vast majority of gifted students in this study reported equal or higher level of belonging. Contained within the findings in this study on students’ to the sense of belonging is a lack of evidence of gifted students reporting higher levels of loneliness. These findings strongly reflect the Terman’s assertion almost a century ago stating the lack of gifted children tending to be more socially maladjusted.     

Recent doctoral dissertation research on gifted

One hundred twenty-four undergraduate education majors completed the phrase “a gifted student is ———— ” using a metaphor and then explained their choice of metaphor. Qualitative metaphor analysis influenced by Dai’s (2009) essential tensions determined that preservice teachers conceive of giftedness as rapid memorization of content knowledge and showy demonstrations of achievement. They believe that excellence is rare and that intelligence is generalizable. Responses were mixed as to whether giftedness is a natural state of being or a process of becoming gifted. There was very little evidence to suggest that preservice teachers focused on the motivational aspect of talent development or the notion that gifted students are likely popular with their peers.     

Is being gifted always an advantage? Peer relations and self-concept of gifted students

The purpose of this study was to investigate the differences between identified gifted adolescents and adolescents not identified as gifted in terms of social acceptance and self-concept (peer relations, academic, and general). In addition, we aimed to investigate the differences between two groups of students identified according to different identification criteria (i.e. intelligence test and teacher assessment), and whether the relationship between students’ giftedness and the indicators of their social adjustment was moderated by gender. A total of 404 Slovenian elementary school students (191 males; 47%, 213 females; 53%) participated in the study; among them 85 (21%) were identified as gifted. No significant differences were found between gifted and non-gifted students in positive sociometric nominations and social preference; gifted students received less negative nominations and had lower social impact, but were assessed as more socially accepted by their teachers. Gifted students reported higher academic and general but not peer relations self-concept. No differences in social acceptance and self-concept were found between the groups of gifted students identified with regard to different identification criteria. In addition, we found significant interaction effects between gender and giftedness for peer relations self-concept. The results indicate the importance of investigating individual differences among gifted students in future studies.     

The Cluster Grouping Handbook: How to Challenge Gifted Students and Improve Achievement for All. Winebrenner,S., & Brulles,D. (2008)

After over two decades of discussions regarding the identification of giftedness among non‐traditional populations in the United States, the issues remain the same. Many students continue to be under represented in programs for the gifted because of traditional assessment instruments used to identify gifted students. Moreover, the sociocultural influences on giftedness still have not been integrated into the identifying process. This article presents the efforts of a project responding to the need for culturally relevant alternatives to present assessment practices in the identification of giftedness among the rural Mexican American population in the southwest United States.     

The impact of teachers’ individualized practices on gifted students in rural,heterogeneous classrooms

Several factors have increased teachers’ frustrations in the regular classroom as they try to meet the needs of students with varying levels of ability. Limited educational funding, the attitude that gifted students can do without special services, and a push for increased heterogeneous grouping have all contributed to the teacher's problem. The Mustard Seed Project was developed and supported by a grant from the Javits Gifted and Talented Students Education program to train teachers to differentiate for student needs by curricular adaptations. The training for teachers modeled the process of individualization for each learner's level, pace and style. A follow‐up support system of human and material resources was implemented to sustain the teachers through the difficult transition required of change. The sites participating in this study were all rural, ethnically diverse, and economically disadvantaged. Profiles of six gifted fifth‐graders were developed using interviews and classroom observations. The research questions sought to determine the extent of the gifted child's intellectual challenge, exploration of in‐depth selected topics of interest, and social and emotional satisfaction in adapted classrooms.     

Assessing and accessing high human potential: A brief history of giftedness and what it means to school psychologists

The history of giftedness pertains to historical changes regarding how giftedness is conceptualized and defined, and how it serves the practical purpose of identifying gifted children and providing them an appropriate education. The past century has witnessed debates and controversies about what constitutes this elusive human quality we deem “gifted.” Overall, it has undergone significant changes from monolithic, static to more pluralistic, dynamic conceptions. The first part of this article delineates historical changes in the past 100 years in our understanding of the nature and development of giftedness, followed by the second part on the changing ways we define, assess, and identify gifted children or gifted potential for intervention purposes. The final part of this article depicts a broad trend toward expanding gifted education to a wider range of students, with the understanding that gifts and talents are widely distributed in student populations, and the deliberate cultivation of human potential should not be confined to a selected few.     

Creative cognition in gifted adolescents

Although outcome‐based education (OBE) is currently a popular reform movement, it is difficult to describe because of its many versions. Central to all interpretations, however, is a commitment to equity and excellence in learning for all students—particularly the traditional “have nots.” Whether OBE currently achieves these goals is not so clear, and its ramifications for gifted programs may be not only an operational definition of giftedness that expands opportunities, but also potential losses for bright students who, for whatever reasons, do not meet criteria for enrichments. These ramifications should pose concerns for gifted educators.     

The impact of a college counseling program on economically disadvantaged gifted students and their subsequent college adjustment

The impact of a college and career counseling program on economically disadvantaged gifted students and their subsequent college adjustment was assessed. Fifty‐five students from public high schools in a major urban school district in the midwest were compared to a group of economically advantaged students who participated in a special summer program for high school students at a private midwestern university. Results indicate that both before and after the program, the groups were similar with respect to the basis for their college choices, motivation to attend college, and career readiness. The economically disadvantaged students changed their plans to finance college as a result of the program and expected college to be significantly more lonely. A three‐year follow‐up revealed that economically disadvantaged gifted students were more likely to enroll at in‐state colleges, to experience college as significantly more boring, dull, and snobbish, and to have more difficulty adjusting socially and forming attachments to their universities.     

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.     

THE NATURE AND DEVELOPMENT OF GIFTEDNESS: A LONGITUDINAL STUDY

Following a short discussion of conceptual and theoretical problems of giftedness, the methodological foundations and selected results of a (presently) four year longitudinal study are presented. This study is based on a multidimensional concept of giftedness: intelligence, creativity, social competence, musical ability, psychomotor ability (or practical intelligence). Both academic achievements and leisure activities, as well as cognitive and motivational personality factors and school and family socialisation conditions relevant to giftedness, were studied. During the second project phase developmental aspects and achievement analyses of gifted and normal students aged 6 to 18 years were the central aspects of the study. Finally, methodological problems in the identification of gifted children and adolescents as well as consequences for the nurturing of giftedness are discussed.     

Development of a student perception inventory

Students learn new or difficult information most effectively when the classroom environment is compatible with their learning style preferences. Determining learning style preferences can be accomplished by administering the Learning Style Inventory (LSI). However, to understand compatibility with the classroom, an instrument that quantifies student perceptions of elements within the environment is essential. This paper describes development and field‐testing of such an instrument‐the Student Perception Inventory (SPI). The SPI was administered to 80 gifted middle school students and was found to provide useful student perception data. Information needed to improve learning environments for gifted learners, especially underachieving gifted students, was found when using the LSI in conjunction with the SPI.     

Who Are The Mathematically Gifted?

Both scholars and lay persons have long debated and continue to debate the question of what makes giftedness. The type of student to whom we apply the label mathematically gifted has not always been clear. Many educators who provide leadership and adminster special programs are generalists who may lack awareness of the nature of mathematical knowledge, the role of content learning in mathematics, the nature of mathematical thinking, and the future mathematical needs of gifted students. Thus many existing programs for the gifted seem to reflect the need to “do something” rather than careful planning based on clear objectives.

This article examines the definition of mathematically gifted, discusses current practices within the field of special education for this population, and calls for an identification procedure which includes qualitative information concerning students' higher‐order reasoning skills.     

The gifted rating scales—preschool/kindergarten form: An analysis of the standardization sample based on age,gender, and race

This study reports on an analysis of the standardization sample of a rating scale designed to assist in identification of gifted students. The Gifted Rating Scales—Preschool/Kindergarten Form (GRS‐P) is based on a multidimensional model of giftedness designed for preschool and kindergarten students. Results provide support for: the internal structure of the scale; no age differences across the 3‐year age span 4:0‐6:11; gender differences on only one of the five scales; artistic talent; and small but statistically significant race/ethnicity differences with Asian Americans rated, on average, 1.5 scale‐score points higher than whites and Native Americans and 7 points higher than African American and Hispanic students. The present findings provide support for the GRS‐P as a valid screening test for giftedness.