Dr. Michael S. Matthews is professor and director of the Academically & Intellectually Gifted graduate programs at the University of North Carolina at Charlotte. He is incoming Coeditor of the "Gifted Child Quarterly" and a member of the Board of Directors of the National Association for Gifted Children. Dr. Matthews also currently…

What factors contribute most to career success in academia? Using qualitative methods, the study sought information from eighteen full and chaired professors in Australia, New Zealand, USA and Canada. Reflecting on factors that contributed to academic success, participants identified: an "inherent" attraction to academic work; ability to…

This article presents an interview with James H. Borland, Professor of Education in the Department of Curriculum and Teaching at Teachers College, Columbia University, where he directs the graduate programs in the education of gifted students. Dr. Borland is the author of numerous books, book chapters, journal articles, and miscellanea. He has won…

The purpose of this study was to investigate the differences of Measures of Academic Progress (MAP) scores between fourth-grade African American male students who were enrolled in single-sex classrooms and their counterparts who were enrolled in coeducational classrooms. The research provided descriptive data concerning one Title I school in rural…

This study examined the academic, social and economic challenges faced by Latino students to attain a college degree. In addition, of prime importance was the need for improvement and persistence, which led to retention in college enrollment rates for Latino students both at the secondary and postsecondary levels. Findings from this study…

New visions of learning have entered education. This article discusses the consequences for teacher education, and examines modelling by teacher educators as a means of changing the views and practices of future teachers. The results of a literature search and a multiple case study on modelling are discussed. Both the literature search and the…

According to the 2004 National Assessment of Educational Progress, males who have made it through 12 years of school have significantly poorer reading skills than their female peers. In every age group, boys have been scoring lower than girls annually for more than three decades on U.S. Department of Education reading tests. The longer boys are in…