This article explores how resilience draws upon positive individual, social, contextual, and cultural variables and buffers gifted children from the harmful impact of their psychosocial and emotional needs. Its purpose is to consider building resilience in gifted children and advocating the resilience curriculum requirement for their unique social…

We reply to Rieger, Reinsberg, and Wieman's forgoing Comment [Phys. Rev. Phys. Educ. Res., Comment on "Benefits of completing homework for students with different aptitudes in an introductory electricity and magnetism course" 12, 028001 (2016)].

We examine recent research across countries and cultures in regard to the issues related to the formation of gifted and talented education perspectives, policies, and practices. Many modern cultures and subcultures have developed formal and informal definitions of what it means to be gifted and talented, and when we compare the perceptions,…

The old myth about the ability and variability of potential in children is a comforting myth, for those who are uneasy with the degree of inequality they see and would rather seek to justify it than confront it. The myth of inherent potential helps some explain to themselves why they are privileged. Extend the myth to believe in inherited ability…

The General Educational Development (GED) credential is issued on the basis of an eight hour subject-based test. The test claims to establish equivalence between dropouts and traditional high school graduates, opening the door to college and positions in the labor market. In 2008 alone, almost 500,000 dropouts passed the test, amounting to 12% of…

A proposal to institute "a common test in the academic competencies" of English and mathematics as an admission requirement for all Nova Scotian universities was announced by the Royal Commission on Post-Secondary Education in 1985. The commission viewed writing proficiency as an innate ability, independent of learning, environment,…

The use of the Scholastic Aptitude Test (SAT) for predicting academic success has generated tremendous debate about fairness and bias. Despite discrepant observations and arguments, the need for a credible assessment formula remains strong. Although widely used by a large number of American colleges, the SAT and similar tests are not widely used…

Since research on the effect of questions adjunct to written materials has usually ignored learner aptitudes, this study was designed to explore the interaction of a verbal aptitude measure (vocabulary ability) with two types of questions following a prose selection on logical implications. Two hundred fifty-two tenth-grade students were randomly…

The purpose of the present investigation is to study the hierarchical structure of academic self-concept. The original Shavelson model posited specific facets of academic self-concept to define a single higher-order facet, but Marsh and Shavelson (1985) found the hierarchical structure to be more complicated. In a revised model they proposed that…

This study examined social and personal concomitants of exceptional academic capability, specifically self-concept, peer acceptance, and attitude toward school, in the context of integrated or self-contained classrooms. The sample consisted of 354 gifted Ontario students from Grades 5, 8, and 10 (150 in self-contained classrooms and 204 in…

Discusses remote sensing technology use in teaching elementary school students about science and social studies. Reviews findings dealing with the use of remote sensing and considering children's abilities, teacher training, computer applications, gifted children, and sex-related differences. Concludes that children as young as grade three can…

This study was conducted to pre-validate the Motivated Strategies for Learning Questionnaire (MSLQ), the Learning and Study Skills Inventory (LASSI), and the Test of Reactions and Adaptations to College (TRAC) on a sample of students (N=103) from the population of psychology majors at Champlain Regional College, Saint Lawrence campus. The purpose…

Describes a study designed to explore sources of influence on the judgements made by science teachers related to school characteristics, classroom features, and properties of a science curriculum. Results suggest that teachers' judgments center around concern for student ability and interest, teaching methods, and school spirit and morale. (TW)

A model for educational supervisors which attempts to link management theory to learning is demonstrated. With teachers today having greater autonomy in selecting appropriate content and methods, supervisors should focus on two tasks: they should become more involved with teachers in selecting goals and become more adept in monitoring the…