From the editor's desk.Welcome to Volume 29, Number 3 of the Roeper Review. This issue includes a series of articles that explore the shaping influences of cultural context on manifestations of high ability. Other articles investigate the leadership-intelligence nexus, the effective use of online technology for improvement of independent learning, some nuances of long-term motivation, and refinement to our identification procedures. Robert Sternberg Robert J. Sternberg (born December 8, 1949), an American psychologist and psychometrician and the Dean of Arts and Sciences at Tufts University. He was formerly IBM Professor of Psychology and Education at Yale University and the President of the American Psychological Association. explores the cultural dimensions Cultural dimensions are the mostly psychological dimensions, or value constructs, which can be used to describe a specific culture. These are often used in Intercultural communication-/Cross-cultural communication-based research. See also: Edward T. of high ability in his article, Cultural Concepts of Giftedness. In a wide-ranging survey of research on culturally influenced intelligence differences, he reveals some ways in which culture shapes the identification of the gifted. Identification measures that are insensitive to cultural nuances miss some individuals of exceptional ability while including others of much less potential. Sternberg argues that the inaccuracies of identification make it likely that no single test will encompass giftedness adequately. Rich Milner and Donna Ford also scrutinize cultural aspects of giftedness. Their article, Cultural Considerations in the Underrepresentation of Culturally Diverse Elementary Students in Gifted Education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or , explores some ways in which our cultural contexts mold and confine our perceptions of giftedness. While discussing conceptions of culture and how they can influence education, Milner and Ford look at the cultural competence cultural competence Social medicine The ability to understand, appreciate, and interact with persons from cultures and/or belief systems other than one's own of teachers and its effects on the identification of students of color not of the white race; - commonly meaning, esp. in the United States, of negro blood, pure or mixed. See also: Color . They also develop recommendations to help teachers improve their cultural competence. In the article Understanding the Experiences of Bilingual Latino/a Adolescents: Voices from Gifted and General Education, Elizabeth Shaunessy, Patricia Alvarez McHatton, Claire Hughes, Alejandro Brice, and Mary Ann Ratliff explore factors that influence how Hispanic students perceive their school experiences. The authors reveal some interesting nuances of linguistic and cultural diversity as well as interactions between ethnicity and high ability. They also probe the extent to which assimilation into the mainstream culture is a prerequisite for identification for gifted programs. David Chan studies aspects of leadership capabilities vis-a-vis some important intelligence constructs in his article, Leadership Competencies Among Chinese Gifted Students n Hong Kong Hong Kong (hŏng kŏng), Mandarin Xianggang, special administrative region of China, formerly a British crown colony (2005 est. pop. 6,899,000), land area 422 sq mi (1,092 sq km), adjacent to Guangdong prov. : The Connection with Emotional Intelligence and Successful Intelligence. In the investigation, he examines various dimensions of leadership including goal orientation, tacit knowledge The concept of tacit knowing comes from scientist and philosopher Michael Polanyi. It is important to understand that he wrote about a process (hence tacit knowing) and not a form of . , flexibility, self-efficacy, empathy, practical abilities, and self-regulation of emotion, among others. His findings suggest some implications for the nurturing of leadership. In their article, Conceptualizing the Use of Online Technologies for Gifted Secondary Students, Wan Ng and Howard Nicholas propose a framework that educators of the gifted can use to guide individualized in·di·vid·u·al·ize tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es 1. To give individuality to. 2. To consider or treat individually; particularize. 3. , independent learning through information communication technology. Their framework highlights the benefits of supportive, virtual learning communities and illustrates the motivational, communicative, and problem-solving benefits of online learning for the gifted. It also outlines the qualities and involvement required of teachers who use such approaches. Daniel Hammond, Matthew McBee, and Thomas Hebert delve into the complex motivational dimensions of high ability in their article, Exploring the Motivational Trajectories of Gifted University Students. Through qualitative inquiry Qualitative Inquiry is an bi-monthly academic journal on qualitative research methodology. It focuses on methodological issues raised by qualitative research, rather than the research's content or results. References
verb relate to, concern, refer to, regard, be part of, belong to, apply to, bear on, befit, be relevant to, be appropriate to, appertain to a number of internal and contextual aspects of the students' lives. Some specific elements of interest include independence, social networking See social networking site. social networking - social network , the internal drive to succeed, and the need to overcome challenge and earn recognition. Steven Pfeiffer, Yaacov Petscher, and Tania
Jim Gallagher
v. pre·de·ter·mined, pre·de·ter·min·ing, pre·de·ter·mines v.tr. 1. To determine, decide, or establish in advance: their use in unanticipated ways. Henshon's latest in her series of interviews with leaders and pioneers in the field gives us a window into the exceptional mind of Tracy Cross, a renowned, international expert on the social and emotional aspects of high ability. In addition to his own impressive scholarship, Cross has served as the editor of most major journals in the field. His gatekeeping has shaped and enhanced the nature and extent of scholarly inquiry pertinent to high ability. As if that isn't enough, he has served personally as a fine example of ethical giftedness and panoramic, global awareness in his navigation of interpersonal and professional dimensions of the field. Judith Margison gives us an overview of the dissertation, Teachers' Use of Differentiated Reading Strategy Instruction for Talented, Average, and Struggling Readers in Regular and SEM-R SEM-R Schoolwide Enrichment Model-Reading (framework; also seen as SEMR) Classrooms. Dona Matthews concludes the issue with some helpful assessments of writings in the field. In her book review section, Matthews provides summaries and appraisals of the following books: The Social and Emotional Lives of Gifted Kids: Understanding and Guiding Their Development, authored by Tracy L. Cross, reviewed by Todd Kettler; Who ARE You People?: A Personal Journey into the Heart of Fanatical Passion in America, authored by Shaft Caudron, reviewed by Felice Kaufmann; and Losing Our Minds: Gifted Children Left Behind, authored by Deborah L. Ruf, reviewed by Robin M. Schader. Thanks once again to our insightful authors who provide innovative insights into various dimensions of high ability, and to our excellent reviewers who critically refine and screen the scholarship in the field. Don Ambrose, PhD, Editor, Roeper Review Professor of Graduate Education Graduate Department, School of Education College of Liberal Arts liberal arts, term originally used to designate the arts or studies suited to freemen. It was applied in the Middle Ages to seven branches of learning, the trivium of grammar, logic, and rhetoric, and the quadrivium of arithmetic, geometry, astronomy, and music. , Education, and Sciences Rider University 2083 Lawrenceville Road Lawrenceville, NJ 08648-3099 ambrose@rider.edu |
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