Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self

Autor/inn/en	VanTassel-Baska, Joyce; Feng, Annie Xuemei; Swanson, Julie Dingle; Quek, Chwee; Chandler, Kimberley
Titel	Academic and Affective Profiles of Low-Income, Minority, and Twice-Exceptional Gifted Learners: The Role of Gifted Program Membership in Enhancing Self
Quelle	In: Journal of Advanced Academics, 20 (2009) 4, S.702-739 (38 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
Schlagwörter	African American Students; Academically Gifted; Low Income; Alternative Assessment; Affective Behavior; Profiles; Minority Groups; White Students; Special Needs Students; Role; Classification; Vignettes; Interviews; Identification; Self Concept; Communication Skills; Thinking Skills; Skill Development; Program Effectiveness; Outcomes of Education + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Niedriglohn; Affective disturbance; Active behaviour; Affektive Störung; Charakterisierung; Profilanalyse; Ethnische Minderheit; Sonderpädagogischer Förderbedarf; Rollen; Classification system; Klassifikation; Klassifikationssystem; Interviewing; Interviewtechnik; Identifikation; Identifizierung; Selbstkonzept; Kommunikationsstil; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lernleistung; Schulerfolg
Abstract	This study examined the academic and affective profiles of gifted students who were classified under five prototypes, including low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. The results suggested a long-term gifted program impact on special needs students identified through both traditional and alternative assessment. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. (Contains 4 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10