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Direct linkMeyer, Melanie S.; Rinn, Anne N. – Journal for the Education of the Gifted, 2022
In 1972, the Marland Report included leadership as a domain of giftedness in the first federal definition. Although federal and state descriptions of gifted and talented services still include identifying and developing leadership talent, in many states, services are not mandated or funded. Consequently, leadership development is often left to…
Descriptors: Leadership Training, Talent Development, Military Training, Academically Gifted
Rinn, Anne N.; Plucker, Jonathan A. – Journal for the Education of the Gifted, 2019
Meeting the intellectual needs of high-ability students does not end upon graduation from high school. However, limited attention is paid to the important topic of postsecondary advanced learning in the research literature. In this systematic review, we identified 52 empirical studies published during the past 15 years. Results suggest various…
Descriptors: Academically Gifted, Undergraduate Students, Honors Curriculum, Student Needs
Jett, Noel; Rinn, Anne N. – Journal for the Education of the Gifted, 2019
Although acceleration has been studied thoroughly as an educational practice for the gifted, early entrance to college specifically has been overlooked. Furthermore, a large portion of this research pertained to early college entrance programs, which provide resources that many early college entrants may not have. The lived experiences and…
Descriptors: Undergraduate Students, Academically Gifted, Acceleration (Education), College Admission
Huey, Erron L.; Sayler, Michael F.; Rinn, Anne N. – Journal for the Education of the Gifted, 2013
The purpose of the current study was to examine the predictive nature of parenting style and overall family environment on the academic performance and program completion of early college entrants. Furthermore, gender and family form were examined as possible moderators to these relationships. A total of 88 early college entrants participated in…
Descriptors: Family Environment, Parenting Styles, Academic Achievement, College Students
Rinn, Anne N.; Reynolds, Marilyn J.; McQueen, Kand S. – Journal for the Education of the Gifted, 2011
This study investigated the relationship between perceived social support and the multidimensional self-concepts of gifted adolescents. Participants included 217 gifted students who had completed grades 5 through 10 and were attending a summer program for the gifted. Self-concept was measured using the Self-Description Questionnaire II (SDQ-II; H.…
Descriptors: Social Support Groups, Summer Programs, Academically Gifted, Adolescents
