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Articles 1 - 30 of 63
Full-Text Articles in Education
Using Professional Development As A Tool To Build Teacher Capacity For Recognizing Giftedness In African American Students, Dr. Jacqueline D. Drye
Using Professional Development As A Tool To Build Teacher Capacity For Recognizing Giftedness In African American Students, Dr. Jacqueline D. Drye
Dissertations, Theses, and Masters Projects
African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers’ role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this …
The Pursuit Of Eriksonian Fidelity In Education For The Gifted: A Literature Review Exploring Its Interpersonal And Intrapersonal Determinants, Anyesha Mishra
The Pursuit Of Eriksonian Fidelity In Education For The Gifted: A Literature Review Exploring Its Interpersonal And Intrapersonal Determinants, Anyesha Mishra
SENG Journal: Exploring the Psychology of Giftedness
This review of literature introduces Erikson’s psychosocial theory in relation to identity development and fidelity. It explores the intrapersonal and interpersonal determinants of fidelity and identity development as described by Erikson, with a specific focus on the role of schools and the challenges faced by students with gifts and talents (SWGT). It explores the unique challenges faced by SWGT in their identity development journey, such as boredom, underachievement, and social isolation. The social aspects of identity construction and the influence of educational institutions on students’ identity development have been highlighted. It emphasizes the significance of creating a supportive learning environment …
Relationships Among Ethnic Identity, School Attitudes, General School Self-Concept, And Academic Achievement Of African American And Hispanic Gifted Students From Low-Income Families, Mihyeon Kim
SENG Journal: Exploring the Psychology of Giftedness
Ethnic identity is a reflection of an individual’s own ethnic group membership and interaction with members of other groups. This study examined the relationship between students’ ethnicity, general school self-concept, school attitudes, and academic performance measured by self-reported responses. The sample was made of low-income, high-ability African American and Hispanic 7th and 8th grade students, N = 186, that participated in a residential summer academic program. A path model was proposed with four components to measure academic achievement: ethnic identity, school attitudes, general school self-concept, and self-reported GPA. The path analysis model explained 11% of the variance in …
Frank Worrell: An Interview With A Multitalented Psychologist, Tracy L. Cross
Frank Worrell: An Interview With A Multitalented Psychologist, Tracy L. Cross
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
A Counselor Educator Situates Two Seminal Studies In The Cultural Values And Underrepresentation Literature 30 Years Later, Jean P. Peterson
A Counselor Educator Situates Two Seminal Studies In The Cultural Values And Underrepresentation Literature 30 Years Later, Jean P. Peterson
SENG Journal: Exploring the Psychology of Giftedness
Emerging themes in an interview-based qualitative study of dominant-culture teachers’ beliefs about giftedness in the late 1900s reflected that behavior, verbal assertiveness, family status, a strong work ethic, and social skills mattered most. In a similar study in five culturally and linguistic diverse (CLD) communities at that time, themes differed from community to community, and collectively from the teachers'. Findings are pertinent to the underrepresentation of CLD students in gifted-education programs currently because teachers continue to be gatekeepers when asked to refer students for programs and what they value matters. The research approach is also of interest. The methods used …
A Phenomenology Of Affective Engagement In Advanced Placement Courses, Matthew Wade Henry
A Phenomenology Of Affective Engagement In Advanced Placement Courses, Matthew Wade Henry
Dissertations, Theses, and Masters Projects
This phenomenology of affective engagement experienced by advanced students in Advanced Placement (AP) courses at River City High School (RCHS)was conducted in order to better understand the potential affective experience of all enrolled and future students in AP courses. Additionally, this phenomenology sought to help improve negative affective experiences as needed and continue to enhance positive experiences of all students in advanced (TAG) programming which includes AP courses. The overall categories of Others, Stress, and Inspiration were revealed through potential themes collected from the student experience. Students experienced affective engagement relating to Others through both positive and negative interactions. In …
Perceptions Of Giftedness And Other Factors Impacting The Gifted Identification Of Black Students In A Small, Rural School District, Christin Eileen Ashman East
Perceptions Of Giftedness And Other Factors Impacting The Gifted Identification Of Black Students In A Small, Rural School District, Christin Eileen Ashman East
Dissertations, Theses, and Masters Projects
The disproportionality of Black students identified as gifted has been a hot topic of discussion in the field of education for decades. If the purpose of education is to maximize the potential of all learners, then educators are missing the mark. Although multiple factors may impact the gifted identification of Black students, one of the biggest conundrums in the field of gifted education—the process of gifted identification—may stem from the lack of common definitions of intelligence and giftedness. The purpose of this study was to examine teachers’ perception of giftedness and other factors that may be impacting the gifted identification …
Counselor’S Corner: An Interview With Tom Greenspon, Tom Greenspon, Tracy L. Cross
Counselor’S Corner: An Interview With Tom Greenspon, Tom Greenspon, Tracy L. Cross
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
Exploring Goodness Of Fit: Social Cognition Among Students With Gifts And Talents In Ireland And India, Jennifer Riedl Cross, Anyesha Mishra, Colm O'Reilly, Paromita Roy
Exploring Goodness Of Fit: Social Cognition Among Students With Gifts And Talents In Ireland And India, Jennifer Riedl Cross, Anyesha Mishra, Colm O'Reilly, Paromita Roy
SENG Journal: Exploring the Psychology of Giftedness
Utilizing previous research focusing on the Stigma of Giftedness Paradigm (SGP), this study explains social cognitive beliefs with the help of self-efficacy among students with gifts and talents (SWGT) in Ireland and India. The study considers the concept of person-environment fit with respect to how the SWGT feel they are being seen by others and how they react to their environment, where their self-efficacy plays a role. Irish and Indian students (N = 430) were matched by age (15-17) and gender. Data were collected using the Social Cognitive Beliefs scale as an indicator of person-environment fit, and the Multidimensional …
Addressing The Well-Being Of Young Children, Pauline C. Dott, Emma H. Cho, Nancy B. Hertzog
Addressing The Well-Being Of Young Children, Pauline C. Dott, Emma H. Cho, Nancy B. Hertzog
SENG Journal: Exploring the Psychology of Giftedness
The COVID-19 pandemic has disrupted young learners' daily routines, learning environments, and home life stability, severely impacting their well-being. Children's issues with mental health, such as anxiety, stress, and depression, significantly impact their ability and interest to achieve in school settings. Additionally, the pandemic affected parents, caregivers, and educators, which had repercussions on their children and students. The authors conducted a literature review, identifying 26 articles that reported on young children's mental health and well-being with a particular interest in the impacts of the COVID-19 pandemic and identified gifted children. This review illuminated some main themes: young children have mental …
Challenging The Status Quo Through Theory, Research, Practice, And Leadership: An Interview With Paula Olszewski-Kubilius, Paula Olszewski-Kubilius, Tracy L. Cross
Challenging The Status Quo Through Theory, Research, Practice, And Leadership: An Interview With Paula Olszewski-Kubilius, Paula Olszewski-Kubilius, Tracy L. Cross
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
A Trailblazer In Innovative Residential Programming For Students With Gifts And Talents: An Interview With Colm O’Reilly, Colm O'Reilly, Tracy L. Cross
A Trailblazer In Innovative Residential Programming For Students With Gifts And Talents: An Interview With Colm O’Reilly, Colm O'Reilly, Tracy L. Cross
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
Interview, Edward R. Amend
Interview, Edward R. Amend
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
Interview, Charmaine L. Shutiva
Interview, Charmaine L. Shutiva
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
Individual Difference Predictors Of Creative Ideation, Sakhavat Mammadov
Individual Difference Predictors Of Creative Ideation, Sakhavat Mammadov
SENG Journal: Exploring the Psychology of Giftedness
Researchers have long been interested in individual difference variables as predictors of creativity. The focus of most studies has been on the later stages of creativity process through which creative ideas are transformed into tangible forms, but until recently a very limited empirical base existed to answer questions about why some individuals come up with creative ideas more often than others. The present study examined individual difference predictors of creative ideation among high ability undergraduate students and tested the role of well-being as a moderator in explaining these relationships. Three main findings are revealed. First, openness and extraversion were significantly …
Social Stress In Honors College Students: How Personality Traits, Perfectionism, Creativity, And Gender Predict Use Of Social Coping Strategies, Angie L. Miller
Social Stress In Honors College Students: How Personality Traits, Perfectionism, Creativity, And Gender Predict Use Of Social Coping Strategies, Angie L. Miller
SENG Journal: Exploring the Psychology of Giftedness
Much research has focused on how gifted children and adolescents deal with the social stigmas associated with giftedness. Previous studies indicate that several coping strategies exist, and these are related to personality and other characteristics. However, once these gifted individuals enter higher education, they are often required to shift their coping strategies to deal with stressors and situations in this new environment. This study investigates social coping strategies among honors college undergraduate students, looking at the need for updating the factor structure of a measure of social coping designed for and used with middle and high school students. Results suggest …
An Analysis Of Most Important Values Among Low-Income, High-Ability Middle School Students, Jennifer Riedl Cross
An Analysis Of Most Important Values Among Low-Income, High-Ability Middle School Students, Jennifer Riedl Cross
SENG Journal: Exploring the Psychology of Giftedness
Value orientations, based on Schwartz’s theory of human values, were collected from low-income, high-ability middle school students (N = 215; 87.4% Black, Hispanic, or Mixed) through a values affirmation activity in the 7th and again in the 8th grade. Students ranked “Being successful” highest in 7th grade, “Being safe and secure” highest in 8thgrade. Most important values in the Conservation and Self-Transcendent quadrants predominated and were most stable from 7th to 8th grade. Analysis of essays on their most important values identified the significance of Others in their lives, including the desire …
Volume 1 Issue 1 (Full Issue)
SENG Journal: Exploring the Psychology of Giftedness
No abstract provided.
An Evaluation Of A Gifted Education Program To Examine The Influence Of Teacher Participants’ Implicit Mindset Of Intelligence And Conceptions Of Giftedness On Pedagogical Decision-Making, Andrew William Sytsma
An Evaluation Of A Gifted Education Program To Examine The Influence Of Teacher Participants’ Implicit Mindset Of Intelligence And Conceptions Of Giftedness On Pedagogical Decision-Making, Andrew William Sytsma
Dissertations, Theses, and Masters Projects
Implicit mindset of intelligence influences teachers’ conceptions of giftedness which can influence pedagogical decision-making that relate to gifted students. Teachers implicitly view intelligence as either a limited quantity or a quality that can be developed over time (Dweck, 2008b). The mindset of intelligence that a teacher holds impacts the expectations that are placed on students. However, general education teachers may not have a solid conception of giftedness (Kaul & Davis, 2018). Thus, a gifted program which relies on general education teachers for instructional delivery may not adequately meet the academic needs of the gifted students within the program. The program …
A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn
A Psychological Autopsy Of An Intellectually Gifted Student With Attention Deficit Disorder, Tracy L. Cross, Jennifer Riedl Cross, Nataliya Dudnytska, Mihyeon Kim, Colin T. Vaughn
School of Education Articles
A psychological autopsy of an18-year-old male with dual exceptionalities contributes to our understanding of suicide among students with gifts and talents. Using four theories and models of suicide and research on the lived experience of students with gifts and talents, a comprehensive analysis of this adolescent’s life offers implications for future suicide prevention among these students. Schools that are unprepared for exceptional students (gifted and/or 2e) may contribute to students’ distress. Professional development and adequate resources focused on the unique needs of exceptional students will promote a responsive environment for students’ positive psychosocial development. Parents, educators and counselors need information …
A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer
A Cross-Cultural Study Of The Social Experience Of Giftedness, Jennifer Riedl Cross, Colin T. Vaughn, Sakhavat Mammadov, Tracy L. Cross, Mihyeon Kim, Colm O’Reilly, Frances Spielhagen, Maria Pereira Da Costa, Barry Hymer
School of Education Articles
The phenomenon of social coping among students with gifts and talents (SWGT) is not well understood. In interviews with elementary-, middle-, and high-school aged SWGT (N = 90; 50% female) from the United States, United Kingdom, South Korea, Ireland, and France, the universality of awareness of visibility of their exceptional abilities, high expectations and pressure to achieve from adults and peers, and peer jealousy and rejection, was confirmed. In all countries, SWGT were concerned about peers’ upward social comparison and the effects of their outperformance on peers’ feelings. SWGT attempted to hide their abilities or conform to peers’ behaviors. Prosocial …
Being Myself In School: A Phenomenological Investigation Of Historically Underrepresented High Ability Middle School Students, Melanie Joy Lichtenstein
Being Myself In School: A Phenomenological Investigation Of Historically Underrepresented High Ability Middle School Students, Melanie Joy Lichtenstein
Dissertations, Theses, and Masters Projects
Chimamanda Adichie (2009), Nigerian novelist, warns the “danger of a single story” is that it becomes the only story. Current scholarly research often features the stories of culturally, linguistically, and economically diverse students through deficit-lens while focusing on underrepresentation, underachievement, and undernomination. This deficit experience unfortunately becomes the “single story” for many high-ability and high-potential culturally diverse children in school. This phenomenological study aimed on centering the personal stories of middle school high-ability young adolescents who are members of historically underrepresented populations to answer the question: What is it like to be high-ability and a member of an underrepresented population …
Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson
Psychological Heterogeneity Among Honors College Students, Tracy L. Cross, Jennifer Riedl Cross, Sakhavat Mammadov, Thomas J. Ward, Kristie Speirs Neumeister, Lori Anderson
School of Education Articles
Greater knowledge of the psychology of honors college students will help to inform program administrators, counselors, residence life assistants, and faculty about how they may provide support to those with the greatest need. Via an online survey, personality, perfectionism, and suicidal ideation data were collected from honors college students (N = 410, 73% female). Using latent profile analysis, students were classified by their responses to the Big Five Inventory personality measure into five profiles. Risk factors of high perfectionism and suicidal ideation scores were found in two of the profiles, suggesting students with these personality characteristics may need enhanced …
Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly
Attitudes About Gifted Education Among Irish Educators, Tracy L. Cross, Jennifer Riedl Cross, Colm O'Reilly
School of Education Articles
In 2018, gifted education has not been formalized in the Irish education system. To better advocate for the needs of high-ability students in Ireland, a survey was distributed to educators across the country (N = 837) regarding gifted education. A majority of respondents indicated their schools had systems in place to identify gifted students. Respondents were moderately supportive of special services for gifted students, but they were also moderately opposed to grade acceleration, a service option that has significant research support for its effectiveness. More school leaders than teachers believed teachers have the support they need to differentiate instruction, …
A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross
A Comparison Of Perceptions Of Barriers To Academic Success Among High-Ability Students From High- And Low-Income Groups: Exposing Poverty Of A Different Kind, Jennifer Riedl Cross, Andrea Dawn Frazier, Mihyeon Kim, Tracy L. Cross
School of Education Articles
In 14 focus group interviews, sixth- to eighth-grade high-ability students from high- (n = 36) and low-income (n = 45) families were asked to describe the barriers they perceived to their academic success. Three themes were identified through the qualitative analysis: Constraining Environments, Integration versus Isolation, and Resource Plenty versus Resource Poor. Students in both groups experienced environments not conducive to learning, inhibiting peers, and teachers as a barrier. Students in the low-income group described mayhem in their schools, which interfered significantly with learning. These students were highly integrated in their school community, whereas the …
Social And Emotional Development Of Students With Gifts And Talents, Tracy L. Cross, Lori Andersen, Sakhavat Mammadov, Jennifer Riedl Cross
Social And Emotional Development Of Students With Gifts And Talents, Tracy L. Cross, Lori Andersen, Sakhavat Mammadov, Jennifer Riedl Cross
School of Education Book Chapters
Introduction to Gifted Education is the definitive textbook designed for courses that introduce teachers to gifted education, whether that is in graduate school or in certification or continuing development programs for teachers. The book is inclusive in nature, addressing varied approaches to each topic while relying on no single theory or construct. The book includes chapters that focus on critical topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough …
Opportunities In The Lived Experiences Of Successful High-Ability International Doctoral Students At A Selective U.S. Higher Education Institution, Nataliya Dudnytska
Opportunities In The Lived Experiences Of Successful High-Ability International Doctoral Students At A Selective U.S. Higher Education Institution, Nataliya Dudnytska
Dissertations, Theses, and Masters Projects
Supporting the continuous successful talent development of high-ability individuals from various backgrounds has been one of the main goals and issues in gifted education. However, the lack of resources, enrichment supports, and opportunities for talent development often inhibit realization of potential of precocious students. Exploration of successful academic talent development experiences of high-ability international young adults from developing countries offers a unique perspective and highlights universal supports necessary for continuous development of expertise. Internationalization of education, brain circulation, and talent development have been studied in the fields of education, psychology, and sociology. However, no empirical study to date explored the …
Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross
Social And Emotional Development Of Gifted Students: Introducing The School-Based Psychosocial Curriculum Model, Tracy L. Cross, Jennifer Riedl Cross
School of Education Articles
This column introduces the school-based psychosocial curriculum model. The model incorporates Erik Erikson’s theory of psychosocial development and applies it to a planned program of talent development.
Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross
Challenging An Idea Whose Time Has Gone, Tracy L. Cross, Jennifer Riedl Cross
School of Education Articles
In this response to Sternberg’s article, “ACCEL: A New Model for Identifying the Gifted,” we agree that IQ testing may have outlasted its usefulness as an identification tool for gifted students. The field’s commitment to an imperfect formula has neglected the evolution of offerings in schools and theoretical underpinnings that are moving us away from an outdated conception of giftedness. IQ testing should be reserved for finding specific forms of high ability and as a diagnostic tool, not as a gatekeeper that continues to perpetuate the underrepresentation of some groups.