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Showing 1 to 15 of 29 results Save | Export
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Benbow, Camilla Persson – Peabody Journal of Education, 2012
Calls to strengthen education in science, technology, engineering, and mathematics (STEM) are underscored by employment trends and the importance of STEM innovation for the economy. The Study of Mathematically Precocious Youth (SMPY) has been tracking over 5,000 talented individuals longitudinally for 40 years, throwing light on critical questions…
Descriptors: Graduate Students, Talent, Standardized Tests, Academic Achievement
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Webb, Rose Mary; Lubinski, David; Benbow, Camilla Persson – Journal of Educational Psychology, 2007
Students identified by talent search programs were studied to determine whether spatial ability could uncover math-science promise. In Phase 1, interests and values of intellectually talented adolescents (617 boys, 443 girls) were compared with those of top math-science graduate students (368 men, 346 women) as a function of their standing on…
Descriptors: Visualization, Careers, Verbal Ability, Talent
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Webb, Rose Mary; Lubinski, David; Benbow, Camilla Persson – Journal of Educational Psychology, 2002
Tracks 1,110 adolescents identified as mathematically precocious with plans for a math-science undergraduate major. Participants' high school educational experiences, abilities, and interests predicted whether their attained undergraduate degrees were within math-science or nonmath-nonscience areas. More women than men eventually completed…
Descriptors: Academic Ability, Adolescents, Career Development, Educational Experience
Benbow, Camilla Persson – Gifted Child Today (GCT), 1992
Arguments against the elimination of special programs for gifted students are presented. Acceleration is seen as a well-supported programing option for gifted students in a time of increasing elimination of gifted programs and increasing use of heterogeneous grouping. (DB)
Descriptors: Acceleration (Education), Educational Trends, Elementary Secondary Education, Gifted
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Benbow, Camilla Persson – Journal of Educational Psychology, 1992
The predictive validity of the mathematics subtest of the Scholastic Aptitude Test (SAT-M) was investigated for 1,996 mathematically gifted (top 1 percent) seventh and eighth graders through academic achievements assessed over 10 years. The SAT-M appears to have predictive validity for differentiating highly able seventh and eighth graders. (SLD)
Descriptors: Academic Achievement, Academically Gifted, College Entrance Examinations, Grade 7
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Benbow, Camilla Persson – Roeper Review, 1990
The research of psychologist and educator Leta Hollingworth (1886-1939) in the areas of psychology of women, mental retardation, and intellectual talent is summarized. Topics include the variability hypothesis of male/female differences, the seeming greater incidence of mental retardation among males, identification of the gifted, and myths about…
Descriptors: Ability Identification, Females, Gifted, Incidence
Benbow, Camilla Persson; And Others – Gifted Child Today (GCT), 1992
This article provides research-based suggestions for developing educational options based on acceleration to meet the needs of gifted students in rural areas. Accelerative options offered by both the home school and universities in Iowa are described. (DB)
Descriptors: Acceleration (Education), College School Cooperation, Elementary Secondary Education, Gifted
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Benbow, Camilla Persson; And Others – Intelligence, 1983
Students of high intellectual ability and their parents were tested on a battery of cognitive tests. Vernon's model of intelligence best fit results. A verbal-educational and a practical-spatial-mechanical factor explained most performance variance. Among children, age related to verbal but not spatial or mechanical abilities. (Author/RD)
Descriptors: Age Differences, Cognitive Ability, Cognitive Processes, Cognitive Tests
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Benbow, Camilla Persson; And Others – Journal of Educational Research, 1991
Data from a longitudinal survey of mathematically precocious 13-year olds (n=1,247) were used to test 5 factors (quality and quantity of instruction, home environment, motivation, and ability) for their ability to predict educational achievement and educational and career aspirations. Students were followed until age 23. (SM)
Descriptors: Academic Achievement, Academic Aspiration, Academically Gifted, Career Choice
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Brody, Linda E.; Benbow, Camilla Persson – Gifted Child Quarterly, 1987
The long-term effects of various accelerative options were evaluated using a group of 510 students identified as highly gifted in junior high. Their academic achievements, extracurricular activities, goals and aspirations, and social and emotional adjustment were assessed after completing high school. No discernible negative effects of…
Descriptors: Academic Achievement, Acceleration (Education), Extracurricular Activities, Gifted
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Brody, Linda E.; Benbow, Camilla Persson – Journal of Educational Psychology, 1990
Two studies conducted with 244 academically gifted seventh graders and 1,996 high school students indicate that specific content knowledge taught during a short time does not increase Scholastic Aptitude Test (SAT) scores, but that educational experience over 5 years does relate to development of abilities measured by the SAT. (SLD)
Descriptors: Academic Achievement, Academically Gifted, Achievement Gains, Adolescent Development
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Swiatek, Mary Ann; Benbow, Camilla Persson – Journal of Educational Psychology, 1991
Identified by a study of mathematically precocious youth, 107 academically accelerated gifted students were compared with 107 nonacademically accelerated gifted students. At age 23-25 years, the 2 subject groups exhibited few significant differences, and no evidence of harmful effects of academic acceleration were found. (SLD)
Descriptors: Academic Ability, Academically Gifted, Acceleration (Education), Advanced Students
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Stanley, Julian C.; Benbow, Camilla Persson – Educational Researcher, 1982
Presents recommendations based on 13 years of work by the Study of Mathematically Precocious Youth. Holds that mathematically talented students are essential to our country's scientific and technological progress and that their abilities must be cultivated to a far greater extent than is permitted by current educational programs. (Author/GC)
Descriptors: Academically Gifted, Educational Policy, Elementary Secondary Education, Higher Education
Benbow, Camilla Persson; Stanley, Julian C. – American Education, 1983
Curriculum must be adapted to match the ability and developmental stages of the academically gifted. The Study of Mathematically Precocious Youth at Johns Hopkins University determined that curriculum flexibility, not change, is the best approach. (JOW)
Descriptors: Academically Gifted, Acceleration (Education), Curriculum Development, Flexible Scheduling
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Benbow, Camilla Persson; Stanley, Julian C. – American Educational Research Journal, 1982
The Study of Mathematically Precocious Youth found large and consistent sex differences in mathematical reasoning ability favoring boys, as reported by Benbow and Stanley (1980, 1981). This investigation studied the development and consequences during junior and senior high school of the sex differences found in seventh grade. (Author/PN)
Descriptors: Academic Ability, Followup Studies, Grade 7, Grade Point Average
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