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Download full textMakkonen, Taina; Lavonen, Jari; Tirri, Kirsi – International Journal for Talent Development and Creativity, 2019
A key factor in supporting talent development among gifted students is the fostering of a growth mindset in their learning. However, there has been little research on the subject-specific mindsets of these students and their teachers. This study examined the mindsets of academically gifted Finnish upper-secondary students (N = 164) and Finnish…
Descriptors: Physics, Intelligence, Beliefs, Academically Gifted
Direct linkWai, Jonathan; Allen, Jeff – Gifted Child Quarterly, 2019
We examined 482,418 students who took the ACT in the seventh grade and again in high school, taking an exploratory analytic approach to examine academic growth trends from 1996 to 2017. Predictors included sociodemographics, interests, high school (HS) characteristics, HS coursework and GPA, and extracurriculars, which explained 25% of the…
Descriptors: Talent Development, Predictor Variables, Achievement Gains, Secondary School Students
Assouline, Susan G.; Colangelo, Nicholas; Heo, Nanseol; Dockery, Lori – Gifted Child Quarterly, 2013
Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary…
Descriptors: Talent, Gifted, Identification, Intervention
Rimm, Sylvia B. – Parenting for High Potential, 2015
School and life achievement patterns for girls and women differ from those of boys and men. While girls have made dramatic progress in school, they need to be inspired to connect to lifelong achievement. Both research and clinical work at the Ohio-based Family Achievement Clinic find that more boys than girls underachieve in school. There is much…
Descriptors: Gender Issues, Gifted, Academic Achievement, Gender Differences
Lee, Seon-Young; Olszewski-Kubilius, Paula; Thomson, Dana Turner – Gifted Child Quarterly, 2012
Perceptions of the interpersonal competence and peer relationships of 1,526 gifted adolescents who had previously participated in academic gifted programs at the Center for Talent Development were examined, using an online survey. Major findings included that the gifted students had generally positive perceptions of their abilities to initiate,…
Descriptors: Academically Gifted, Peer Relationship, Talent Development, Interpersonal Competence
Nisly, Jenelle Susan – ProQuest LLC, 2010
African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented…
Descriptors: Social Justice, Middle School Students, Gifted, Graduation Rate
Moon, Tonya R.; Brighton, Catherine M. – Journal for the Education of the Gifted, 2008
This article focuses on the first phase of a recent National Research Center on Giftedness and Talented (NRC/GT) project, which used survey research to target a disproportionate nationally stratified random sample of primary grade teachers about their beliefs and practices related to talent development in young children and their responses to case…
Descriptors: Academically Gifted, Primary Education, Talent Development, Minority Group Children
Worrell, Frank C.; Roth, David A.; Gabelko, Nina H. – Roeper Review, 2006
This study investigated the reliability and structural validity of Elementary Reading Attitude Survey ([ERAS]; McKenna and Kear, 1990) scores in 575 academically talented students attending an academic summer program. Results indicated that ERAS Academic and Recreational scores had satisfactory internal consistency coefficients, and that…
Descriptors: Summer Programs, Recreational Reading, Reading Attitudes, Factor Analysis
