Focus on the Psychosocial Dimensions of Talent Development: An Important Potential Role for Consultee-Centered Consultants     

Jeffrey Calderon  Rena Subotnik  Steven Knotek  Kristin Rayhack  Jason Gorgia 《Journal of educational and psychological consultation》2013,23(4):347-367

The American Psychological Association's Center for Gifted Education Policy (CGEP) reviewed the literature on current talent development models and conducted research on music conservatory students, high IQ students, and science-talented students as sources for a new developmental model called scholarly productivity/artistry (SP/A).The third stage of the SP/A model, where psychosocial dimensions of talent development play the most prominent role, serves as the framework for adolescent summer programs offered by CGEP. The authors argue that the psychosocial dimensions of talent development make gifted children and adolescents a promising population for consulting psychology.  相似文献   

The impact of an integrated approach to science and literacy in elementary school classrooms     

Gina N. Cervetti  Jacqueline Barber  Rena Dorph  P. David Pearson  Pete G. Goldschmidt 《科学教学研究杂志》2012,49(5):631-658

This study investigates the efficacy of an integrated science and literacy approach at the upper‐elementary level. Teachers in 94 fourth grade classrooms in one Southern state participated. Half of the teachers taught the treatment unit, an integrated science–literacy unit on light and energy designed using a curriculum model that engages students in reading text, writing notes and reports, conducting firsthand investigations, and frequent discussion of key concepts and processes to acquire inquiry skills and knowledge about science concepts, while the other half of the teachers taught a content‐comparable science‐only unit on light and energy (using materials provided by their districts) and provided their regular literacy instruction. Students in the treatment group made significantly greater gains on measures of science understanding, science vocabulary, and science writing. Students in both groups made comparable gains in science reading comprehension. © 2012 Wiley Periodicals, Inc. J Res Sci Teach 49: 631–658, 2012  相似文献   

Headteacher visibility and teacher perceptions of headteacher trustworthiness: A comparison of the Ugandan context to existing theory     

Pamela R. Hallam  David M. Boren  Julie M. Hite  Steven J. Hite  Christopher B. Mugimu 《International Journal of Educational Development》2013

Students perform better academically in schools with high levels of trust. Yet school leaders primarily responsible for building cultures of trust may not know how to effectively build trust. This research examines how visibility of Ugandan headteachers is related to teachers’ perceptions of headteacher trustworthiness. Using grounded theory, we interviewed 28 Ugandan secondary school teachers in eight schools in Mukono District, Uganda. Findings indicate teachers’ perceptions of headteacher relational trustworthiness were related to headteacher visibility, with perceptions of both relational and competence trustworthiness being moderated by teacher and headteacher personal characteristics. Findings are comparable to U.S.-based research.  相似文献   

Resilience and coping: Implications for gifted children and youth at risk     

Margie K. Kitano  Rena B. Lewis 《Roeper Review》2013,35(4):200-205

The large body of literature on resilience and coping gives promise to finding specific ways in which teachers, counselors, and schools can enhance success among gifted and talented children and youth placed at risk. While high intelligence is not a requirement for resilient outcomes, cognitive ability appears to be a supporting factor, especially as it relates to problem solving and coping. To the extent that low‐income and culturally diverse children and youth have more experience overcoming adversity, they may possess a greater range of and flexibility in coping strategies that can be shared with others. This article summarizes findings from resilience literature relevant to the development of children and adolescents and derives specific strategies for enhancing outcomes for gifted children and youth most at risk for encountering adversity.  相似文献   

Traditional tales     

Rachel Theilheimer  Josh R. Allen  Rena I. R. Allen 《Early Childhood Education Journal》1991,19(1):38-39

Rachel Theilheimer teaches early childhood education at Borough of Manhattan Community College in New York City. Josh R. Allen is a fifth-grader at Dows Lane Elementary School in Irvington, NY, where Rena I. R. Allen is in first grade.  相似文献   

Feels Good,Can't Hurt: Black Representation on the Federal Arts Projects     

Rena Fraden 《Journal of American culture (Malden, Mass. : 2003)》1987,10(4):21-29

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When I grow up: the relationship of science learning activation to STEM career preferences     

Rena Dorph  Meghan E. Bathgate  Christian D. Schunn  Matthew A. Cannady 《International Journal of Science Education》2018,40(9):1034-1057

This paper proposes three new measures of components STEM career preferences (affinity, certainty, and goal), and then explores which dimensions of science learning activation (fascination, values, competency belief, and scientific sensemaking) are predictive of STEM career preferences. Drawn from the ALES14 dataset, a sample of 2938 sixth and eighth grade middle-school students from 11 schools in two purposefully selected diverse areas (Western Pennsylvania & the Bay Area of California) was used for the analyses presented in this paper. These schools were chosen to represent socio-economic and ethnic diversity. Findings indicate that, overall, youth who are activated towards science learning are more likely to have affinity towards STEM careers, certainty about their future career goals, and have identified a specific STEM career goal. However, different dimensions of science learning activation are more strongly correlated with different aspects career preference across different STEM career foci (e.g. science, engineering, technology, health, etc.). Gender, age, minority status, and home resources also have explanatory power. While many results are consistent with prior research, there are also novel results that offer important fodder for future research. Critically, our strategy of measuring affinity towards the specific disciplines that make up STEM, measuring STEM and health career goals separately, and looking at career affinity and career goals separately, offers interesting results and underscores the value of disentangling the conceptual melting pot of what has previously been known as ‘career interest.’ Study findings also have implications for design of science learning opportunities for youth.  相似文献   

PARENTING PROGRAMMES: Do generalist parenting programmes improve children's behaviour and attendance at school? The parents’ perspective     

Lynne Rogers  Susan Hallam  Jacquelene Shaw 《British Journal of Special Education》2008,35(1):16-25

Previous research has demonstrated that parenting programmes can be an effective intervention in changing behaviour and parent/child interactions. However, less attention has been given to the impact of these programmes in relation to improving attendance and behaviour at school. Lynne Rogers, lecturer in teacher education specialising in the post-14 sector, Susan Hallam, Professor of Education and Dean of the Faculty of Policy and Society, and Jacquelene Shaw, educational psychologist, all working in the University of London, set their debate in this article in the context of the Anti-Social Behaviour Act 2003 and the Respect Action Plan 2006. These authors use their article in order to describe parents' perceptions of the impact of parenting programmes on their own and their children's behaviour, with particular reference to behaviour at home and at school. The perceptions reported here, and enlivened with direct quotes from parents, are based on questionnaire data from 142 parents and interviews with a sample of parents and teachers. Parents were broadly positive about the benefits of parenting programmes. However, where the child's problem was rooted in school-related issues, some concerns about behaviour and attendance remained. Lynne Rogers, Susan Hallam and Jacquelene Shaw close their article with a call for parenting programmes to be more closely aligned with activities in school and with educational processes.  相似文献   

This Issue     

Guest Editors Rena F. Subotnik  Co-Author of introduction Joan M. Lucariello  Geesoo Maie Lee 《理论付诸实践》2016,55(2):81-85

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ALTERNATIVE CURRICULUM: The integration of an alternative curriculum: Skill Force     

Lynne Rogers  Susan Hallam  Jacquelene Shaw  Jasmine Rhamie 《British Journal of Special Education》2009,36(3):131-139

The introduction of alternative curricula in the UK for students in the secondary phase is one of a number of strategies designed to improve attendance at school, reduce exclusion and improve attainment. Skill Force is a charitable youth initiative that offers 14‐ to 16‐year‐old students a key skills based vocational alternative to the traditional curriculum. In this article, Lynne Rogers, Susan Hallam and Jacquelene Shaw of the Institute of Education, University of London, and Jasmine Rhamie of the University of Southampton set out to explore the views of Skill Force instructors and team leaders, school staff and Skill Force Regional Directors. These participants perceived the critical factors in the successful integration of Skill Force to be: effective introduction of the programme to pupils and parents; careful selection of students; clear introduction of the programme to staff; integrated discipline policies; strong support from senior management; good communication; and a willingness to resolve practical difficulties.  相似文献