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Matthews, Michael S.; Rhodes, Heather A. – Journal of Advanced Academics, 2020
Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North…
Descriptors: Talent Identification, Elementary School Teachers, Primary Education, Student Needs
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Burns, Kathleen; Ellegood, William A.; Bernard Bracy, Jill M.; Duncan, Mimi; Sweeney, Donald C., II. – Journal of Advanced Academics, 2019
This article presents an exploratory case study examining the effects of different early college credit programs on time to baccalaureate degree attainment at a metropolitan Midwestern United States land grant university. We developed a Cox proportional hazards regression model of a students' time to degree attainment as a function of their…
Descriptors: Program Effectiveness, High Schools, Higher Education, Acceleration (Education)
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Gilson, Cindy M.; Matthews, Michael S. – Journal of Advanced Academics, 2019
In response to the pervasive problem of making college more accessible to at-risk and underrepresented populations, the early college high school (ECHS) model has gained popularity. However, limited research exists on engineering-focused ECHSs (EECHS). Given the current demand for diverse and highly qualified engineers in the workforce, further…
Descriptors: Case Studies, Engineering Education, Educational Opportunities, Disproportionate Representation
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Wellisch, Mimi – Journal of Advanced Academics, 2019
A relatively pervasive "silence" exists concerning giftedness in Australian preservice early childhood teacher courses. There is also a lack of research about educator attitudes to giftedness and programming in Australian early childhood services. This study, consisting of a survey and interviews, is intended to help to fill the research…
Descriptors: Preschool Children, Gifted, Early Childhood Teachers, Teacher Attitudes
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Szymanski, Antonia; Croft, Laurie; Godor, Brian – Journal of Advanced Academics, 2018
The purpose of this study is to explore teacher attitudes toward gifted students in several distinct areas and to provide psychometric evidence of reliability and validity for the use of an instrument titled "Determining Attitudes Toward Ability" (DATA) to measure specific components of teacher attitudes. Subscales of Focus on Others,…
Descriptors: Teacher Attitudes, Academically Gifted, Psychometrics, Faculty Development
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Wu, Echo H. – Journal of Advanced Academics, 2017
The author interviewed Dr. Carolyn Callahan, an eminent scholar in gifted education. The interview focused on Dr. Callahan's work on implementing gifted program in rural areas, and illustrated her suggestions for teachers, researchers, and parents on how to advocate for gifted students.
Descriptors: Individualized Instruction, Rural Areas, Rural Schools, Common Core State Standards
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Swan, Bonnie; Coulombe-Quach, Xuan-Lise; Huang, Angela; Godek, Jaime; Becker, Deborah; Zhou, Yan – Journal of Advanced Academics, 2015
Researchers used case study methods to investigate a virtual learning lab (VLL) in a rural school district that was created in 2011 as a way to better meet the unique needs of exceptional students who are considered gifted. Data were collected through focus groups, classroom observations, interviews, and reviewing relevant documents. Topics…
Descriptors: Academically Gifted, Case Studies, Middle School Students, Rural Schools
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Cho, Seokhee; Yang, Jenny; Mandracchia, Marcella – Journal of Advanced Academics, 2015
The purpose of this study was to examine the effects of Mentoring Mathematical Minds (M3) units on gains in mathematics achievement and English proficiency of mathematically promising English language learners (MPELLs) in the third grade. The M3 program, developed by Gavin et al., was implemented for 1 year with treatment MPELLs (n = 86) but not…
Descriptors: Mathematics Achievement, English Language Learners, Language Proficiency, Grade 3
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Siegle, Del; Wilson, Hope E.; Little, Catherine A. – Journal of Advanced Academics, 2013
Despite extensive research supporting its use, including the 2004 publication of "A Nation Deceived," acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents' and educators' attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study…
Descriptors: Acceleration (Education), Rating Scales, Urban Schools, Academically Gifted
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McDonald, Denise; Farrell, Tina – Journal of Advanced Academics, 2012
Focus Group interviews with 31 disadvantaged students in an Early College High School (ECHS) program present insights to students' experience in the hybrid school, specifically regarding their perceptions of college readiness. Student "voice" in research can yield significant information when examining aspects of school design that…
Descriptors: High School Students, Disadvantaged, College Preparation, College Readiness
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Young, Adena E.; Worrell, Frank C.; Gabelko, Nina H. – Journal of Advanced Academics, 2011
In this study, we used logistic regression to examine how well student background and prior achievement variables predicted success among students attending accelerated and enrichment mathematics courses at a summer program (N = 459). Socioeconomic status, grade point average (GPA), and mathematics diagnostic test scores significantly predicted…
Descriptors: Summer Programs, Grade Point Average, Academic Achievement, Diagnostic Tests
Colangelo, Nicholas; Assouline, Susan G.; Marron, Maureen A.; Castellano, Jaime A.; Clinkenbeard, Pamela R.; Rogers, Karen; Calvert, Eric; Malek, Rosanne; Smith, Donnajo – Journal of Advanced Academics, 2010
As an educational intervention, acceleration is decidedly effective for high-ability students. The research support for acceleration that has accumulated over many decades is robust and consistent and allows us to confidently state that carefully planned acceleration decisions are successful. Both grade-based and content-based acceleration are…
Descriptors: Gifted, Emotional Adjustment, Social Adjustment, Emotional Development
Heilbronner, Nancy N.; Connell, Elizabeth E.; Dobyns, Sally M.; Reis, Sally M. – Journal of Advanced Academics, 2010
This study explored the differences between students who remained at one early college acceleration program and those who left. Students who left appeared to seek what they perceived as a greater academic challenge or more specialized academic majors than were provided by the host college, a phenomenon that lends credence to the notion of positive…
Descriptors: Acceleration (Education), Student Attrition, Gifted, College Students
Shepard, Samuel J.; Nicpon, Megan Foley; Doobay, Alissa F. – Journal of Advanced Academics, 2009
This study compared self-report ratings of self-concept before and after the first semester of college among a group of 21 early entrance college students. Results indicated that students maintained their overall level of self-concept following their first semester of college. Mild increases in self-concept were noted in the domains of Physical…
Descriptors: Academically Gifted, Acceleration (Education), Self Concept, Comparative Analysis
Jones, Brent M. – Journal of Advanced Academics, 2009
Unless we sharply increase the training of homegrown math and science talents, we may suffer negative economic and technological consequences. One means of addressing this challenge has been through specialty schools devoted to science, technology, engineering, and mathematics (STEM) training. In 1980, the North Carolina School of Science and…
Descriptors: Talent, Residential Schools, Academic Achievement, Mathematics Education
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