Gifted and talented students: Implications for school counselors

Educators will have a better understanding of the dysynchrony of young gifted children's cognitive, socio‐emotional, and motor development by carefully observing the various traits of these children.     

Retention and persistence of African‐American students in school psychology programs

This qualitative study investigated eight African‐American specialist‐level students’ experiences with and perceptions of their retention and persistence toward degree completion in school psychology programs. Findings indicate that participants deemed the general supports faculty offered to all students and positive, supportive relationships with faculty as retention strategies they experienced as effective and access to diversity in support systems as a retention strategy they perceived would be beneficial. Participants described social engagement and reliance on family and classmates as persistence strategies they used. Based on these findings, the article provides recommendations for school psychology faculty interested in retaining African‐American students and African‐American students who aim to persist to degree completion.     

Interpretive investigation of the science‐related career decisions of three African‐American college students

Reports published since 1977 indicate that African Americans are underrepresented among Ph.D.‐holding scientists. Although researchers have identified numerous factors that correlate with career choice, they have failed to address students' reasons for choosing or not choosing science and science‐related careers. This study examines the career decisions of three African‐American college students. All three students began college aspiring toward science‐related careers. However, by the end of data collection only one student was working toward a science‐related career. Data were collected by means of eight, open‐ended, 1‐hour interviews conducted over a period of 6 months. Findings indicate that students' interest in a science‐related career is directly related to the degree to which they perceive that career as being supportive of deep‐seated life goals; and that a deeper view of the nature of science better enables students to perceive a science‐related career as supportive of life goals. © 2001 John Wiley & Sons, Inc. J Res Sci Teach 38: 599–621, 2001     

Racial Identity,Centrality and Giftedness: An Expectancy-Value Application of Motivation in Gifted African American Students

This article explores the interaction between racial and ethnic identity, racial centrality, and giftedness and then uses an expectancy-value motivation model as a framework for understanding how the interplay among racial identity, centrality, and giftedness contributes to the motivation of African American gifted students. The analysis begins by defining racial and ethnic identity and discussing their relationship to racial centrality. Next, the interactions among racial and ethnic identity, centrality, and some socio-emotional aspects associated with giftedness are examined. An expectancy-value model then provides a framework for understanding how race centrality, racial/ethnic identity, and giftedness influence the motivational patterns of gifted African American students. Suggestions for future research are provided.     

Gifted American and German adolescent women: a longitudinal examination of attachment,separation, gender roles,and career aspirations

This study assessed 43 gifted adolescent females in the United States and Germany over a 4‐year period. Initially the girls were assessed during their 7th or 8th grade and again for this current study during their 11th or 12th grade. Factors that were examined included the daughters' attachment to and psychological separation from their mothers, while the study also focused on their gender roles, instrumental (masculine) characteristics, and career aspirations. Results showed that within 4 years, these gifted girls had grown less attached, but at the same time had become psychologically closer to their mothers. Additionally, the German girls became more masculine in their characteristics while the Americans became more feminine. All of the girls developed more traditional gender roles and their desires of attaining leadership or expert roles within their future careers diminished.     

Leading the way: Inside the experiences of high‐achieving African American male students

More than two‐thirds of all African American males who begin college never finish. This and a legion of other discouraging facts about African American males are the usual headlines. But what about those among this population who beat the odds, make the most of college, and achieve in multiple ways inside and outside of the classroom? Who are they, and what can they teach us?     

Gifted –and Handicapped?

The 'Slow learner is handicapped if left to fend for himself in the ordinary curriculum of a school' but a clever child may also be handicapped and need special provision, argues Professor N. R. Tempest, Emeritus Professor of Education, Liverpool University     

Faith,Race, and LGB Affirmation: Experiences of African American Counselors‐in‐Training

In this phenomenological study, the authors investigated the experiences of African American counselors‐in‐training, with roots in the Black church, as they navigated their faith and professional responsibilities to provide affirming services to lesbian, gay, and bisexual clients. Findings suggest attitudes toward lesbian, gay, and bisexual clients are intertwined with faith, race, and community allegiance.     

美国英才教育研究评析——以美国国家英才研究中心为例

美国国家英才研究中心（NRC）是美国目前最大、最有影响力的英才教育研究机构。本文通过美国国家英才研究中心及其近年最具代表性研究成果的介绍与考察，旨在使读者对美国目前英才教育及研究现状有一个总体的了解，并为我国的教育工作者提供参考与借鉴。     

Underperforming teachers: the impact on co-workers and their responses

Educational Assessment, Evaluation and Accountability - Research indicates that underperforming teachers have a profound impact on students and on principals who struggle to deal with the...     

Early event‐related potentials differences in orthographic processing of native and non‐native Chinese readers

Efficient Chinese character reading requires rapid access to orthographic representations of radical form and position. This study identified the temporal sequence of radical form, radical position and lexicality processing in adult first language (L1) and intermediate second language (L2) Chinese readers. Event‐related potential responses in a one‐back repetition detection task were submitted to linear mixed‐effects models. Violation of radical position produced P100 effects that were left‐lateralized for L1 readers and right‐lateralized for L2 readers. When controlling for P100 activation, radical position produced a left‐lateralized effect at the N170 for L2 readers but no additional activities for L1 readers. Radical form effects were found at the N270 for L1 readers, where radical form violation produced larger N270. Results suggested that radical representations are position‐specific in initial orthographic processing for both groups. However, different temporal dynamics and topographic distributions suggested divergent radical processing for native versus non‐native readers from the beginning.     

美国英才教育中的选拔机制:能力要求与方法选择

英才的选拔是英才教育的起点和重点,美国在英才教育选拔方面积累了宝贵的经验。在能力要求上,联邦政策聚焦于智力水平、创新能力、艺术领域、领导能力以及特定学科领域。在此基础上,州政府对英才的能力要求已形成较大共识,但具体关注仍存在差异;在方法选择上,州政府开发并综合运用推选、标准化测验和其他非正式方法。美国的经验对我国英才教育选拔机制的形成与完善具有很强的借鉴意义。     

Gifted Metaphors: Exploring the Metaphors of Teachers in Gifted Education and Their Impact on Teaching the Gifted

Metaphors are devices that people employ for both poetic purposes and rhetorical elaboration and belong to the realm of extraordinary language. Metaphors are used to connect abstract ideas and information to more concrete experiences, thus making these experiences more familiar and easier to understand. Moreover, metaphors are more than symbolic intellectual processes; they influence the conceptual understanding of our experiences and help define our everyday realities. For education, there is an important and relevant practical connection between the metaphors that teachers employ and their beliefs about teaching and classroom practices. This stems from the notion that metaphors guide one’s mental framework. In order to gain a deeper understanding of the metaphors influencing teachers in gifted education, this study specifically asked teachers to describe both their metaphors concerning gifted students as well as those influencing their teaching. In this study, nine different themes were identified. This research demonstrates a clear connection between reported metaphors and how gifted students receive their education from teachers. Participants’ answers demonstrate a strong connection between their metaphors and their classroom practices. However, strict adherence to one’s root metaphor increases the chance for dogmatism in the classroom and can lead to potentially incoherent classroom differentiation and a potential disconnect between classroom practices and the actual pedagogical needs of the gifted learner.     

Being Black, Male, and Gifted in Miami: Prevalence and Predictors of Placement in Elementary School Gifted Education Programs

Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed.     

注意力缺陷多动障碍超常儿童:特质、鉴别与干预

从特质、鉴别以及干预等方面综述了国内外注意力缺陷多动障碍超常儿童的研究进展.描述ADHD儿童与超常儿童共存的特质,对ADHD超常儿童与一般超常儿童和ADHD儿童进行比较;介绍智力测验、行为观察和创造力测验等多种鉴别方法,通过不同方法对多种能力进行评估可提高鉴别准确性;对ADHD超常儿童进行教育干预,既要通过药物和行为治疗,弥补其缺陷,更要设计合理的超常教育方案,促进其潜能的实现.     

Eye‐rollers,risk‐takers,and turn sharks: Target students in a professional science education program

In classrooms from kindergarten to graduate school, researchers have identified target students as students who monopolize material and human resources. Classroom structures that privilege the voice and actions of target students can cause divisive social dynamics that may generate cliques. This study focuses on the emergence of target students, the formation of cliques, and professors' efforts to mediate teacher learning in a Master of Science in Chemistry Education (MSCE) program by structuring the classroom environment to enhance nontarget students' agency. Specifically, we sought to answer the following question: What strategies could help college science professors enact more equitable teaching structures in their classrooms so that target students and cliques become less of an issue in classroom interactions? The implications for professional education programs in science and mathematics include the need for professors to consider the role and contribution of target students to the learning environment, the need to structure an equitable learning environment, and the need to foster critical reflection upon classroom interactions between students and instructors. © 2006 Wiley Periodicals, Inc. J Res Sci Teach 43: 819–851, 2006     

Invisibly at risk: Low‐income students in a middle‐ and upper‐class world

Women's studies programs, multicultural centers, and organizations to support gay, lesbian, bisexual, and transgender students are campus fixtures. Few now question diversity's contribution to the education of all students. Jennifer Duffy suggests that it's time to acknowledge, support, and celebrate one more form of diversity that is mostly hidden: social class.     

Extra‐credential experiences and social closure: Working‐class students at university

Human capital theorists perceive of educational expansion as beneficial to individuals, corporations and national economies, while social closure theorists have claimed that inflation of credential requirements maintains traditional status inequalities. In this paper I argue that status inequalities are not only maintained by credential inflation, but also the inflation of extra‐credential experiences. As undergraduate degrees become more common, access to employment and further education opportunities increasingly depend on extra‐curricular and ‘enriching’ educational experiences. Using qualitative data from a longitudinal study of working‐class university students in Canada, I will address the mechanisms by which they have gained or were denied access to such experiences. The data suggest that working‐class students’ relative lack of financial resources and social networks are barriers to the development of extra‐credential experiences, which in turn leads to the change of educational and career plans for some.