8,388 results on '"*LENT"'
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2. Finding Your Workforce: Latino Talent in Science, Technology, Engineering, and Mathematics (STEM). Linking Latino College Completion with U.S. Workforce Needs
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Excelencia in Education, Deborah Santiago, Emily Labandera, Cassandra Arroyo, and Sami Russell Nour
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Although more Latinos are entering the STEM workforce, they continue to be underrepresented in high-salary STEM occupations. To ensure America's future, institutions and STEM employers must both play an active role in preparing, selecting, and sourcing Latino talent for a global economy. Excelencia's research demonstrates that select institutions are investing in the recruitment, development, and completion of Latino talent and STEM employers have opportunities to strengthen their workforce. To bridge this gap, Excelencia has analyzed national datasets to connect STEM employers with institutions that are graduating and preparing Latinos for the workforce. This brief identifies the top institutions graduating Latinos (2019-20) in STEM from certificates to the doctorate level. These top 25 institutions are meeting the nation's economic needs by intentionally serving Latino students and producing Latino talent. This brief also highlights institutions and their intentional efforts to support post-completion success by providing educational credentials needed to support the current and future STEM workforce.
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- 2024
3. Finding Your Workforce: Latino Talent in Education. Linking Latino College Completion with U.S. Workforce Needs
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Excelencia in Education, Deborah Santiago, Emily Labandera, Cassandra Arroyo, and Sami Russell Nour
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The nation is facing a shortage of educators prepared to meet the needs of an increasingly diverse student population. Latinos are the nation's fastest growing population but are underrepresented in higher-skilled occupations in the classroom and overrepresented in supportive roles with lower wages. This shows the need for employers and institutions to create pathways into the field of education as Latinos see the value to educate others and the community. To ensure America's future, institutions and employers in education must both play an active role in preparing, selecting, and sourcing Latino talent for a global economy. To bridge this gap, "Excelencia" has analyzed national datasets to connect employers in education with institutions that are graduating and preparing Latinos for the workforce. This brief identifies the top institutions graduating Latinos (2019-20) from certificates to the doctoral level in education. These top 25 institutions are meeting the nation's economic needs by intentionally serving Latino students and producing Latino talent. This brief also highlights institutions and their intentional efforts to support post-completion success by providing education credentials needed to support the current and future education workforce.
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- 2024
4. Development of Russian Piano School and Techniques Used in Russian Piano Education
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Mustafa O. Kizilay and Duygu S. Atilgan
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Throughout the history of classical music piano, various schools have emerged, often named after cities such as London, Vienna, and Hamburg. Today, it is widely accepted that there are three major piano schools: the French, German, and Russian schools. This study briefly mentions the history of Russian classical music and the development of the piano school in the country. It explores the individuals who played a significant role in this process and the techniques they employed in piano education. The main objective of the study is to determine the development of the piano school in Russia, the key influencers in this process, and the techniques used in piano education. The study employed a literature review and semi-structured interviews. As a result of the study it can be said that many important artists and teachers, especially Anton and Nicolai Rubinstein, created a classical music culture and tradition in Russia. Piano education based on a solid foundation, combined with the musical talent of the Russian nation, has enabled Russia to become one of the leading countries in piano performance today.
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- 2024
5. Democratic Education as Expressed in Practice: An Integrative Literature Review
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Rachel L. Wadham, Lynnette Christensen, and Heather Leary
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Despite a strong theoretical foundation, teachers' pedagogical practices that represent the principles of democratic educational theory are not holistically understood. This qualitative integrative literature review provides a more complete view of the practices used by those who define themselves as democratic educators. By analyzing and integrating existing literature on classroom practice this review discusses four pedagogical approaches that engage democratic educational practices including inquiry, artistic, oral, and student-centered methods.
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- 2024
6. Validity Evidence of the HOPE Teacher Rating Scale--Arabic Version for Identifying Gifted Refugee Students
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Ali M. Alodat, Marcia Gentry, and Hyeseong Lee
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Exceptionally talented refugee students are often underrepresented in allocating to gifted programs because of inadequate identification methods in Arab countries. This study investigates the Arabic version of the Having Opportunities Promotes Excellence (HOPE) Scale for identifying gifted refugee students. Students (n = 13,598) from refugee camp schools in Jordan were surveyed in the 2020/2021 academic year. Elementary, middle, and high school teachers (n = 423) completed the translated Arabic version of the HOPE Scale, measuring 11 items on the academic and social construct of giftedness. Confirmatory factor analysis indicated an excellent fit; however, multigroup confirmatory factor analysis results revealed that the scale needed more invariance across groups. The results suggest that although the HOPE Scale--Arabic version has sufficient validation evidence, careful consideration is required when applying it to different subgroups of refugee students. Constructs of cultural relevance may need to be added to better assess the item's validity.
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- 2024
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7. A Latent Profile Analysis in Italian Workers: Crucial Ingredients of Career Construction Counseling for Enhancing Gifted and Talented Learners?
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Annamaria Di Fabio, Enrico Imbimbo, and Andrea Svicher
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Giftedness is a lifelong journey; gifted adult workers need specific career counselling. The Psychology of Sustainability and Sustainable Development enhances the value of positive psychological resources for gifted and talented workers to sustain them in their careers and life projects. The study implemented a latent profile analysis (LPA) in adult workers (n = 311) to identify profiles according to self-rated job performance and work engagement as proxies for gifted and talented learners. Other crucial resources were also considered. A tree-profile (A, B, C) solution best fits the data. Among these, Profile C (n = 77; 24%) showed high job performance and engagement. It could represent an "eminence" profile. Profile C also showed high levels of emotional intelligence, positive affect, satisfaction with life, meaning in life, flourishing, job satisfaction, meaning at work, flourishing at work, workplace relational civility, acceptance of change, and low levels of negative affect. This profile includes crucial ingredients that could be useful to pay attention to during career construction counselling and innovative career counselling for gifted and talented learners.
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- 2024
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8. Who Owns Their Story: Career Construction with Gifted and Talented Students
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Hande Sensoy Briddick and William Chris Briddick
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Gifted and talented youth in the US have been struggling for recognition and appropriate educational opportunities for decades. Periodically, we are reminded of their unique needs. Time and again, those needs seem to be disregarded, including their need for career related planning and programming. Narratives of gifted students can be negatively impacted, as a result of action or inaction by young people themselves or of others in their lives. Three distinct problem saturated plots can emerge requiring career counselors to provide specific intervention to ensure narrative development in congruence with the hopes, dreams and desires of youth. Career construction theory, with its emphasis on authorship and agency is most suitable for increasing agency of the youth stuck in these narratives. My Career Story a group or individual intervention, rooted in career construction theory, offers assistance to both students and counselors, as students work to develop their own preferred narratives.
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- 2024
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9. Oregon Statewide Report Card, 2022-23. An Annual Report to the Legislature on Oregon Public Schools
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Oregon Department of Education
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The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of Oregon's public schools. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. This report also provides a tool that makes education data accessible to researchers, media, students, and families and creates a clear, complete, and factual picture of the state of education in Oregon. [For the 2021-2022 report, see ED628178.]
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- 2023
10. The Importance of Identifying Spatial Skills in Talented Students
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Jonathan Wai and Joni M. Lakin
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Students' talent and potential cannot be served until they are recognized by schools or caregivers. While the field of gifted education has had success in identifying many students with talents in reading and mathematics, those with spatial talents are often overlooked. This article reviews how we might identify spatial talent using traditional tests as well as observations during planned activities. Identifying spatial talent is an area in need of further research and assessment development.
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- 2024
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11. Spatial Thinking across the Curriculum: Fruitfully Combining Research and Practice
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Joni M. Lakin, Jonathan Wai, Paula Olszewski-Kubilius, Susan Corwith, Danielle Rothschild, and David H. Uttal
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Spatial thinking permeates much of our lives and is an asset when solving problems involving well-structured visual information or imagining solutions in physical or digital space. However, an estimated three million US school children have spatial talents that go unrecognized because of the tools commonly used for identification of academic talent. For decades, educational and psychological research has explored the range of spatial thinking skills that are demanded by many career fields, including science, engineering, and mathematics. Spatial thinking has been found to be particularly important to early mathematical thinking. In this article, we explore what spatial thinking entails, where it is important in the curriculum, and how we can begin to develop spatial literacy and identify spatial talents in our K-12 classrooms.
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- 2024
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12. Perceived Mental Health among Identified Talented and Nonidentified Students from Indian Villages, Towns, and Cities during the COVID-19 Pandemic
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Anyesha Mishra, Anurag Dey, and Paromita Roy
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The present study investigates the perception of experience of depression, anxiety, and stress (DAS) among young adults (18-22 years of age) from different locales in India during the global COVID-19 pandemic. The sample included 1,020 participants (603 males and 417 females) with 470 identified talented students (ITS) and 550 nonidentified students (NiS) from Indian villages, towns, and cities. multivariate analysis of variance and ordinal logistic regression analysis were carried out to understand the differences between the various subcategories and the probability of having high negative emotional states among those groups. Results point toward varying levels of DAS depending on whether they were ITS or NiS, whether male or female, and whether they came from Indian villages, towns, or cities. Both similarities and dissimilarities with other studies were observed, and the results provide insights into the effect of the pandemic on the mental health of young adults in India. The importance of developing psychological support systems for all students is implicated in the findings of the study.
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- 2024
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13. Finding Your Workforce: Latino Talent for A Global Economy. The First in a Series Informing Employers and Institutions to Meet U.S. Workforce Needs.
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Excelencia in Education, Deborah A. Santiago, Emily Labandera, Cassandra Arroyo, and Sami R. Nour
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Latinos continue to make progress in college attainment and workforce participation. We have the fastest growth in postsecondary enrollment and completion, and our labor force participation is the highest of any group. However, Latino talent remains overrepresented in high-skilled, low-wage occupations (U.S. Bureau of Labor Statistics, 2022e). These three conditions create opportunities for increasing the numbers of Latinos earning college credentials, advancing to higher-paying occupations, and providing the talent the workforce needs. This report identifies the top institutions graduating Latinos (2019-20) from certificates to doctorates. These top 25 institutions are meeting the nation's economic needs by developing Latino talent that benefits our communities and workforce. The series is a resource for more informed dialogue about Latinos' college completion and propels new emphasis on tactical actions to improve workforce success. In turn, these opportunities depend on the actions employers and institutions take to increase Latinos' educational attainment and strengthen the links to the workforce and higher-paying job opportunities.
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- 2024
14. Literacy Transmission of Isan Lam's Melodies to Inherit MoLam's Performing Art
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Champadaeng, Sitthisak, Chuangprakhon, Sayam, Sriphet, Kla, and Sirifa, Sirin
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MoLam is a cultural performance art in northeast Thailand. MoLam is a profession that requires the high art of singing and relies on literary aesthetics and elaborate melodies to attract listeners. The objectives of this study were to: 1) research and collect information about Isan MoLam's performing arts, 2) explore the current conditions and problems affecting MoLam's performing arts literacy inheritance, and 3) investigate the process of transmission literacy to inherit MoLam's performing arts literacy. Descriptive analysis was used to examine and data from documents and fieldwork. The results of this study are as follows: (1) According to MoLam research, when the colonial country invaded this region, the Thai-Lao ethnic culture in northeastern Thailand and Lao PDR was split. On the Thai side, individuals flocked to the center area to meet with Siam. MoLam in the Northeast has steadily developed since then, and it may be classified into four types: (i) non-dramatic MoLam, (ii) dramatic MoLam, (iii) ritual MoLam, and (iv) miscellaneous MoLam. (2) As Thai society enters the internet era, there are numerous popular entertainment mediums, leading people's morals to shift and lowering people's interest in viewing MoLam performances and roles. The goal is to find a way to pass down this performance art to future generations. (3) Literacy transmission: After synthesizing the material to be taught, the students are separated into two groups: (i) MoLam singing has been practiced by a group of elementary and high school students; (ii) MoLam singing, and music have been practiced by a group of students at higher education institutions. Under the established parameters, both groups have extra talents. In conclusion, this study may be utilized as a model for conveying local wisdom information.
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- 2023
15. Back to Basics: Development of Additional Courses for Creative Dance in a Thai Secondary School
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Jiranattakorn Paorisankhunnakorn, Montree Wongsaphan, Daranee Chanthamixay, and Thoshatus Boonta
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This study employed a research and development method to design courses that enhance creative dance skills for students in Mathayomsuksa 1 (typically aged 12-13 years). Divided into four phases, the study used background information and input from students and teachers to design a dance course that addressed the neglect of Thai culture in the existing curriculum. A pilot study was implemented and evaluated, revealing that the curriculum improves artistic, creative, and technical skills while heightening cultural awareness. The results showed that prioritizing personal growth and individual expression over procedural dance technique raised cultural awareness among the sample population. The study indicates that an existential pedagogy leads to heightened cultural awareness among dance students.
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- 2023
16. Recruitment Strategies for Master's Degree in AI among High Achieving Low-Income Engineering Students
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Dimitrios Pados, Javad Hashemi, Nancy Romance, Xingquan (Hill) Zhu, and Stella Batalama
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The unprecedented growth in the use of AI and its related technologies will put a tremendous stress on US institutions to produce the required number of technologically prepared workers to fill critically important job openings. In the US, low-income and URM students participate less vigorously in STEM-related fields; the problem is even more serious in post-baccalaureate level degrees. To address the future needs of the nation, we must increase the number of low-income students in STEM, with special attention to AI related technologies, to fill the millions of technology job openings. This paper will report on the impact of a NSF SSTEM project in which we combined (a) a mentorship model for talented, low-income students to develop a sense of self-efficacy and belongingness along with (b) a model of curricular and co-curricular supports (e.g., including engagement with AI technologies and research) and (c) limited financial assistance, all of which have increased the low-income student success in completing both their BS degree in engineering and their MS degree in AI, and addressing a national need. [For the full proceedings, see ED656038.]
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- 2023
17. Oregon Statewide Report Card, 2021-2022. An Annual Report to the Legislature on Oregon Public Schools
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Oregon Department of Education
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The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and families and creates a clear, complete, and factual picture of the state of education in Oregon. This annual report acts as a snapshot of the state's education system that includes important statewide data about students, teachers, and schools from the 2021-22 school year. The data routinely archived in this report continues to be impacted by the statewide response to the COVID-19 pandemic. [For the 2020-2021 report, see ED619789.]
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- 2022
18. A Systematic Review of the Research on Gifted Individuals with Autism Spectrum Disorder
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Gelbar, Nicholas W., Cascio, Alexandra A., Madaus, Joseph W., and Reis, Sally M.
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This article includes a current research synthesis on a subpopulation of twice exceptional individuals, those who are academically talented with autism spectrum disorder (ASD). This population is emerging as an increasing focus of research, as the numbers of individuals identified are increasing. A total of 32 articles were included using the study's inclusion criteria, and of these 32 articles, 62.5% presented data, whereas the remaining 37.5% were review or conceptual articles. This review of articles published between 1996 and 2019 suggests little research is being conducted on this population. Some of the research conducted recently involve case studies, others are correlational in nature, and most are descriptive, focusing on participants' characteristics and how they were identified. A wide range of definitions were utilized in the literature, and to date, no empirical research has been published about this population. Implications from the current research base and suggestions for future research are included.
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- 2022
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19. Academic Failure and Psychological Disengagement: Can Belief in School Meritocracy Make a Difference?
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Céline Darnon, Alyson Sicard, Alice Normand, and Delphine Martinot
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In academic contexts, failure, as compared to success, is likely to threaten self-esteem and thus, to increase the risk of psychological disengagement from one's studies. The goal of the present research is to examine whether belief in school meritocracy (BSM) increases (vs. decreases) the effect of academic performance on self-esteem and psychological disengagement. In two pre-registered studies, university students reported their BSM. Their self-esteem and psychological disengagement were assessed following a manipulated (Study 1, N = 465) or actual (Study 2, N = 375) academic performance. Results indicated that, in both studies, BSM was positively related to performance self-esteem and negatively related to psychological disengagement. However, BSM also increased the effect of performance (manipulated or actual) on psychological disengagement. Indeed, failure led to more disengagement than success, but more so at a high level of BSM than at a lower level of BSM. The double-edge effects of belief in meritocracy are discussed.
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- 2024
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20. Rethinking the University President Search: Succession Planning in Higher Education
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Bryan D. Cain
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Colleges and universities across the United States face novel perils that include a decline in enrollment trends, questions about the value of a college degree, and increased scrutiny of institutional practices and policies. Due to the spotlight shined on all aspects of the higher education industry, presidents of colleges and universities have reported the increasingly untenable nature of the job that has led to their shortened average tenure. Additionally, college and university provosts are less interested in seeking the president position for these same reasons. As a result, the popularity of hiring an executive search firm to find the next president has soared. Use of an executive search firm comes with a high price tag. Search firms also are known to "recycle" president candidates whose contract expiration dates remain in the search firm's database long after the president is placed. This recycling of presidents as their contract terms expire exacerbates the costs associated with shortened tenures of the college presidency and leaves little talent in the presidency pipeline as sitting presidents move from one institution to another. Through a mixed-methods approach, this study examined the current state of succession planning in higher education, highlighted the lack of preparedness for presidential transitions, and demonstrated the substantial costs associated with frequent presidential turnover. The study suggests effective succession planning for the president position is critical to reduce the direct and indirect costs of leadership transitions and to ensure institutional continuity and stability. The research offered insights and strategies for higher education institutions to develop and implement effective succession plans for the presidency, particularly when a succession plan for the president position is leveraged through the lens of distributed leadership theory. These insights include recommendations to engage key stakeholders in the planning process, to align succession planning for the president position with institutional priorities, and to foster a culture that supports leadership development and transition. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
21. A Phenomenological Exploration of U.S. School Principal Preparation in Leading Mandarin Chinese Immersion Programs
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Shuzhen Xie
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This qualitative phenomenological study explores U.S. principals' challenges, successes, and best practices in leading Mandarin Chinese immersion programs in high-need rural schools in a Midwestern state. The study addresses cultural efficiency, increasing student enrollment through principalship preparation, and attracting the interest of parents and students. Purposive and snowball sampling associated with semi-structured interview protocols were used to interview 12 participants (N=12), including 10 females and two males. Participants included two elementary principals, two secondary principals, one administrative assistant, one paraprofessional, three English language arts teachers for Mandarin Chinese immersion program, and three native Mandarin Chinese immersion teachers. Findings reveal three major successes for principals: (1) integrating achievement capacity, parental expectations, and language proficiency; (2) offering students more choices with bilingual talents; and (3) creating a unique multicultural learning community. The study identifies three challenges: (1) resource deficiency, (2) human behavioral issues, and (3) cross-cultural communication barriers. Principals need to strengthen (1) cross-cultural competence, (2) professional knowledge for building multicultural communities, and (3) culturally responsive pedagogy and leadership strategies. Best practices include (1) festival celebrations and cultural activities, (2) teamwork, and (3) community support. Three strategies to promote transformational leadership for communities of practice are (1) community engagement, (2) shared vision, knowledge, and resources, and (3) networking and partnership. Future research should explore the role of principals in creating a leadership framework that enhances stakeholder engagement. A longitudinal study should analyze a decade of student learning data in Mandarin Chinese immersion programs to identify factors correlating with academic performance and well-being. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
22. Building a Case for Coaching: Informing an Innovative, Pedagogical Approach to Dancer Development
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Dennie Wilson and Pam Richards
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Over the last two decades, the growth and development of the fields of Dance Science and Pedagogy, as practice, research and area of study, has changed the landscape of 21st Century training and performance. The aim of this paper is to stimulate thinking and initiate dialogue between practitioners and academics in the exploration of new solutions to ongoing pedagogical tensions within the vocational training environment. In recognising the challenge which an interdisciplinary approach brings to dance (integrating the science of content and the art of delivery), this paper explores the integration of coaching pedagogical concepts and practices, to inform an innovative approach to dancer empowerment, placing the dancer central to the learning environment. The paper proposes an empowered dancer focused framework for coaching with the emphasis being placed on the development of the dancer displaying the skills of self-determined, decision-making and are empowered across the life cycle of their career(s).
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- 2024
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23. Methodological Considerations in Observational Studies of Panel Data: Applications to the Gifted and Talented Program in New York City
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Katherine Jane Wilson
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Methods to estimate the causal effects of interventions are increasingly used in clinical medicine, public policy and social science. Using observational data, researchers can obtain causal treatment effect estimates without the ethical risks and time constraints that typically burden randomized experiments. The three studies in this dissertation estimate the effects of New York City's Gifted and Talented (G&T) program on academic outcomes using student level data collected between the years 2010 and 2019. Study one evaluates how the synthetic control method performs when estimating the impact of G&T availability on academic outcomes at the sub-district level. Study two estimates the individual average treatment effect through propensity score methods and explores how data augmentation influences the bias and precision of commonly used estimators. The final study uses difference in difference estimation to explore how a city-wide policy impacted the minority representation and academic effectiveness of the G&T program. Given a growing interest in school choice models, these applied analyses are timely. Through simulation and discussion, they also present a critical evaluation of modeling frameworks and research design for causal inference. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
24. Capability Assessment of Cultivating Innovative Talents for Higher Schools Based on Machine Learning
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Rongjie Huang, Yusheng Sun, Zhifeng Zhang, Bo Wang, Junxia Ma, and Yangyang Chu
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The innovation capability largely determines the initiative for future development of a region. Higher school is the main position for training innovative talents. Accurate and comprehensive assessment of innovation cultivation capability is an important basis of higher schools for continuous improvement. Thus, this paper focuses on assessing innovative talent cultivation capability. First, by CIPP model (Context, Input, Process and Product Evaluation), an assessment indicator system is built, consisting of 89 indicators in 21 categories. Then, based on indicator characteristics, this paper uses public data statistics, database retrieving, student survey, teacher survey, support personnel and expert investigation, to collect indicator values. After this, by a powerful machine learning algorithm, gradient Boosting regression tree, a capability assessment model is established. And based on collected data, established model is compared with several regression models in innovative talent cultivation capability assessing. Results confirm the performance superiority of our solution.
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- 2024
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25. 'I Just Feel the Need to Be Good at Something, and That Thing Should Be Math': Acknowledging Asian/Asian American Identity in an Accelerated Mathematics Program
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Anila Yadavalli, J. D. Walker, Jeff J. Shi, and Jonathan Rogness
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The University of Minnesota Talented Youth Mathematics Program (UMTYMP) is a selective, five-year accelerated mathematics program for students in grades 6-12. During the program, students take college mathematics courses on University of Minnesota campuses, starting with algebra and continuing through logic and proofs, linear algebra, and multivariable calculus. The majority of UMTYMP students come from two demographic groups: White and Asian/Asian American. In 2020, we surveyed UMTYMP students to understand the impact of model minority stereotypes (MMS) on Asian/Asian American students, particularly girls, who are labeled as "gifted" and/or "talented." In this paper, we reveal the preliminary results of this study, discuss their implications, and provide recommendations for addressing the MMS in mathematics programs.
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- 2024
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26. Exploring the Role of Implicit Theories of Talent in Subjective Well-Being, Academic Buoyancy, and Perceived Physical Health: A Study in the Philippine Context
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Jana Patricia Millonado Valdez
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Prior studies commonly emphasized the beneficial impacts of a growth mindset on students' success and well-being. However, recent evidence cast doubts on the ability of a growth mindset to optimize desirable achievement and psychological outcomes. This study contributes to this line of evidence by exploring the association of mindsets in talent--a new domain of implicit theories encompassing belief about the nature of talent--with students' subjective well-being, academic buoyancy, and general health among selected Filipino high school students. Results of structural equation modeling indicate that whereas incremental theory in talent (or growth mindset) was more strongly and positively correlated with academic buoyancy, school connectedness, and joy of learning, entity theory (or fixed mindset) was more strongly and positively associated with educational purpose and general health. These findings underscore the mental health rewards associated with cultivating both growth and fixed mindsets about talent in school contexts.
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- 2024
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27. Exploring the Perspectives of Asian American Parents on Their Musically Talented Children in Instrumental Education
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Katy Ieong Cheng Ho Weatherly and Vivian Fang Liu
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This qualitative study employed Gagné Integrative Model of Talent Development as a conceptual framework to explore the perspectives of nine Asian American parents on their musically talented children in Western classical music culture in the United States. Musically talented children, defined by [Gagné, François, and Gary E. McPherson. 2016, September. "Analyzing Musical Prodigiousness Using Gagné's Integrative Model of Talent Development." In "Oxford University Press EBooks," 3-114. Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199685851.003.0001], as individuals who rank within the top 10% of their age peers. This distinction is made to differentiate talent from giftedness, which pertains to exceptional natural abilities or aptitudes. The analysis yielded five macro themes: (1) children's innate abilities and importance of hard work; (2) parental sacrifice and investment; (3) benefits and challenges; (4) influence from Asian culture; and (5) future expectations. This study offers deeper insights into the complex interplay between children's individual abilities and parental investment, which can be influenced by cultural identity and work ethics, especially in Asian American communities. The findings illuminate the intricate process of nurturing gifted and talented young children from a parental perspective and provide implications for how parents can support their children's talent development.
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- 2024
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28. The Development and Predictors of a Preference for Strivers over Naturals in the United States and China
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Xin Yang, Xin Zhao, Yarrow Dunham, and Lin Bian
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Across three pre-registered studies (n = 221 4-9-year olds, 51% female; 218 parents, 80% female; working- and middle-class backgrounds; data collected during 2019-2021) conducted in the United States (Studies 1-2; 74% White) and China (Study 3; 100% Asian), we document the emergence of a preference for "strivers." Beginning at age 7, strivers (who work really hard) were favored over naturals (who are really smart) in both cultures (R[superscript 2] ranging 0.03-0.11). We explored several lay beliefs surrounding this preference. Beliefs about outcomes and the controllability of effort predicted the striver preference: Children who expected strivers to be more successful than naturals and believed effort was more controllable than talent preferred strivers more. Implications of the striver preference in education and beyond are discussed.
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- 2024
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29. Expertise in Contemporary Dance: The Roles of Cognition, Talent, and Deliberate Practice
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Jessica Charlotte Kawalek and F. Gobet
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This paper examines the link between cognitive processes and superior performance in contemporary dance. In the first study, thirty-six participants (professional dancers, nonprofessional dancers, and non-dancers) carried out a task in which they were asked to reproduce a sequence of dance steps while being recorded on a camcorder. Analysis revealed a significant effect of skill and task difficulty on performance. Performance correlated with individual practice, group practice, rehearsing hours, sleep, concentration, enjoyment, dyslexia, and height, but not handedness. In the second study, the same group of participants augmented by 26 participants (a total of 62 participants) completed a questionnaire. There were skill differences on deliberate practice, sleep, concentration, enjoyment of dance tasks, dyslexia, handedness, and gender differences on group practice and height. Overall, the results suggest that both practice and talent play a role in the acquisition of expertise in contemporary dance.
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- 2024
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30. A Phenomenological Exploration of Factors Influencing Career Transitions: Understanding Why Chinese Translation Graduates Exit the Profession
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Kunlun He
- Abstract
This phenomenological research delves into the complex reasons behind Chinese translation graduates' reluctance or decision to leave the translation industry, despite the field's growth and critical global role. It aims to untangle the intricate factors influencing these career trajectories, drawing on the lived experiences of graduates from their educational journey to their eventual departure from the profession. This study critically evaluates how educational curricula and pedagogical approaches in translation training programs align with the professional realities and demands of today's translation market, including the impact of rapidly advancing translation technologies and broader socio-economic and cultural influences on career decisions. The research reveals significant gaps between translation education and industry expectations, particularly in providing adequate practical experience, understanding work pressures, and offering clear career progression paths. It highlights the urgent need for curriculum reform, enhanced industry-academia collaboration, and supportive policies to bridge these gaps. Furthermore, it suggests that addressing the challenges identified, such as work pressure and limited career advancement opportunities, is vital for attracting and retaining talent within the translation industry. The findings contribute to the dialogue on improving translation education, informing policy, and fostering a sustainable professional environment for translation graduates. By offering a nuanced understanding of the motivations and experiences of translation graduates, this dissertation provides valuable insights for educators, policymakers, and industry stakeholders aiming to enhance the appeal and retention within the translation profession. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
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- 2024
31. Analyses of Dr. Marcia Gentry's Peer-Reviewed Journal Articles: Evidence-Based Contribution to Equitability in Gifted Education
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Hyeseong Lee
- Abstract
Dr. Marcia Gentry is a well-known researcher who contributed to the "equity" issue in the field of gifted and talented education. This study reviewed her peer-reviewed research articles to understand her lifelong works (i.e. publication year, collaboration rate with colleagues, journal types, percentage of articles related to equity issues, and characteristics of the keywords used in her studies). Based on the descriptive and thematic analyses of her 54 journal articles, it is evident that Dr. Marcia Gentry not only actively devoted herself to identifying and serving underserved populations but expanded her research agenda to diverse educational topics with evidence-based findings. In addition, she was a great collaborator and a productive writer who continuously published her works throughout her academic journey.
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- 2024
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32. English Learners in Oregon. Annual Report 2020-2021
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Oregon Department of Education
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ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. The ODE annually reports four groups of English learners: current, former, ever, and never English learners. This report consists of five sections: (1) Demographics of English Learners in Oregon in 2020-21; (2) Participation in Targeted Programs; (3) Language Development and Academic Outcomes for English Learners; (4) Attendance, Progress toward Graduation, Graduation, and Beyond; and (5) State Revenues and Expenditures for Current English Learners. [For the 2019-20 report, see ED619790.]
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- 2022
33. Effectiveness of the Differentiated Instructional Design for Value Education of Gifted: A Mixed Study
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Avcu, Yunus Emre and Yaman, Yavuz
- Abstract
The aim of this study was to examine the efficiency of the differentiated instructional design for value education of gifted. This research was based according to the embedded experimental design of a mixed research method. The study group consisted of 25 gifted students (13 girls, 12 boys) at the 6th-grade level. Digital differentiation strategy was employed in instructional design. Students were asked to reflect their learning about Turkish talented people on cartoons containing both visual and auditory elements. The activities in the differentiated instructional design were applied to the students online for 8 weeks, 2 hours per week. Quantitative data were collected with the Target Behaviour Development Scale (Kanger, 2007). Quantitative data were analyzed with a dependent samples t-test. The Cohen d effect size was also calculated. In the qualitative part of this research, the views of gifted students, their products, the observations of researchers were evaluated. Qualitative data were analyzed descriptively. As a result of the research, the difference between the pre-test and post-test scores of the target behavior development levels of the gifted students regarding values was found to be statistically significant. This difference was in favor of the post-test and the effect size was high (d=1.047, p<0.05). In other words, the differentiated instructional design for value education increased the values development of gifted students. Gifted students expressed their views on the differentiated instructional design the most frequently with the words "fun, instructive, and the values". The students were successful in writing cartoon scripts, turning the scripts into a cartoon, and indicated that they had some technical difficulties. Students were happy both to learn of the values and to produce technology-supported products. Comparative studies can be done by establishing experimental and control groups for different grade-level gifted students.
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- 2022
34. What Makes Children's Responses to Creativity Assessments Difficult to Judge Reliably?
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Dumas, Denis, Acar, Selcuk, Berthiaume, Kelly, Organisciak, Peter, Eby, David, Grajzel, Katalin, Vlaamster, Theadora, Newman, Michele, and Carrera, Melanie
- Abstract
Open-ended verbal creativity assessments are commonly administered in psychological research and in educational practice to elementary-aged children. Children's responses are then typically rated by teams of judges who are trained to identify original ideas, hopefully with a degree of inter-rater agreement. Even in cases where the judges are reliable, some residual disagreement on the originality of the responses is inevitable. Here, we modeled the predictors of inter-rater disagreement in a large (i.e., 387 elementary school students and 10,449 individual item responses) dataset of children's creativity assessment responses. Our five trained judges rated the responses with a high degree of consistency reliability ([alpha] = 0.844), but we undertook this study to predict the residual disagreement. We used an adaptive LASSO model to predict 72% of the variance in our judges' residual disagreement and found that there were certain types of responses on which our judges tended to disagree more. The main effects in our model showed that responses that were less original, more elaborate, prompted by a Uses task, from younger children, or from male students, were all more difficult for the judges to rate reliably. Among the interaction effects, we found that our judges were also more likely to disagree on highly original responses from Gifted/Talented students, responses from Latinx students who were identified as English Language Learners, or responses from Asian students who took a lot of time on the task. Given that human judgments such as these are currently being used to train artificial intelligence systems to rate responses to creativity assessments, we believe understanding their nuances is important.
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- 2023
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35. The Vexing Problem of Dark Giftedness
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Sternberg, Robert J.
- Abstract
The field of giftedness--including educators, theorists, and researchers--needs to show more cognizance of a phenomenon that is rearing its ugly head in more and more visible ways, namely, dark giftedness. Dark giftedness is giftedness used for bad and even toxic ends. Being gifted provides little, if any protection against the dark deployment of the abilities, talents, and skills that lead one to be viewed as gifted. The field of giftedness needs to take responsibility for identifying dark giftedness and mitigating its effects, to the extent possible. It needs also to teach gifted young people to use their gifts for positive rather than negative ends. The field of giftedness cannot assume that this will happen automatically, or that by ignoring the world-pervasive problem of dark giftedness, the problem will somehow not, nevertheless, be part of its responsibility to understand and assuage.
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- 2023
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36. Underachievement in Gifted Education: Perspectives, Practices, and Possibilities
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Collins, Kristina Henry, Roberson, Javetta Jones, Piske, Fernanda Hellen Ribeiro, Collins, Kristina Henry, Roberson, Javetta Jones, and Piske, Fernanda Hellen Ribeiro
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This book provides an opportunity for researchers, professionals, and practitioners working directly with gifted individuals to engage with and examine the concept of underachievement of highly capable and talented individuals from different perspectives. Chapters written by experts in gifted education from diverse backgrounds explore underachievement in principle, illuminate underachievement as a response to written and unwritten policy and practice, showcase ranges of intellectual capability outside of traditional academic subjects, shift deficit views of not meeting rigid expectations to honoring interests and cultural values of the individual, and provide suggested and proven practices and services as solutions to bridge the gaps in achievement and performance for gifted and talented students. Expertly blending theory with practice, "Underachievement in Gifted Education" is a must read for all practitioners, educators of gifted individuals, and researchers seeking more opportunities to help students align how they choose to exhibit their talent and efforts with external and internal expectations, personal interests, and cultural values to reach their maximum potential.
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- 2023
37. A Thematic Content Analysis of Gifted and Talented Students in Science Education in Türkiye
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Vildan, Bayar and Salih, Çepni
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The aim of the study was to comprehensively examine the theses studies and articles in the field of gifted and talented education in Türkiye between the years 2018-2021. Thematic content analysis was applied to a total of 37 articles and 28 theses studies according to criteria determined by the researchers. A total of 65 research were examined by considering the parameters of research types, university distributions, publication years, subject, aims, keywords used, research methods, samples (type and size), data collection tools, data analysis method, results and suggestions. Theses and articles were analyzed using matrix. The data gathered was analyzed using descriptive statistcs method and content analysis. The majorities of the studies examined were Master's theses and were designed with descriptive and mixed research methods. In the studies, STEM, module/programme/activity development, environmental education, problem-based learning and project-based learning were frequently encountered, and it was aimed to develop skills and affective areas in students in related subjects. It was observed that there was no consensus in the use of keywords in terms of the sample group in the studies examined. In line with all the findings, it is recommended to include values education in the activities, to carry out studies on problem-based learning, argumentation, environmental education and out-of-school learning environments. In addition, it is recommended to provide consensus on the use of sampling keywords (gifted, gifted and talented< et al.) in order to facilitate the searches of researchers.
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- 2022
38. International Students and American Competitiveness
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Association of American Universities and Business Roundtable
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As the organizations representing the presidents of America's leading research universities and the chief executive officers of America's leading companies, the Association of American Universities and Business Roundtable recognize that the United States' continued global competitiveness depends on developing, attracting and retaining top international science, technology, engineering and math (STEM) talent. International students, scientists and engineers help drive cutting-edge research and development, fill job openings in critical STEM fields, advance national security and bolster the U.S. economy by generating new domestic startups and businesses. To ensure that America's doors remain open to international talent, this report highlights the importance of the international talent pipeline and examines the symbiotic relationship between academic institutions in the United States and the business community. The report shows the many ways that international talent bolsters our nation's economy and our innovation ecosystem; details the challenges to attracting and retaining international talent that exist throughout the U.S. immigration system; highlights the increasing competition we face from other countries in terms of attracting and retaining international talent; and presents public policy recommendations to ensure that the United States continues to attract the world's best and brightest.
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- 2022
39. Investigation of Individual Competitiveness: Perceptions of Students Taking Special Ability Exams
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Atilgan, Davut
- Abstract
Competition refers to a phenomenon that can affect and direct observable human behaviour. Competitiveness can be a triggering factor in achieving success and focusing on the target. The individual competitiveness scale can provide an opportunity to observe and evaluate students participating in various competitions within the scope of exams. This study seeks to examine the individual competitiveness perceptions of the students who take special talent exams according to some demographic variables. This quantitative study was carried out in a descriptive survey model. The sample of the study consists of 218 students who participated in the special talent exams held in September 2021 at Kahramanmaras Sutçu Imam University Faculty of Sports Sciences. Data were analysed using the statistical software program Jamovi 1.6.12. Arithmetic mean and standard deviation values were determined for data analysis while t-Test and One-Way Analysis of Variance (ANOVA) were used to determine the differentiation status of participant views in terms of demographic variables, and Post-Hoc tests were used to determine the groups with difference for the significant F value. As a result of the research, it was observed that there were significant relationships between the participants' Individual Competitiveness Scale and the CPT (Core Proficiency Test/Exam) score, age, sports branch and weekly work-out variables according to the "Enjoyment of Competition" sub-scale. According to the ' Competition Avoidance' sub-scale, there were significant relationships in terms of the CPT score, age, and weekly work-out number variables and that there was no significant relationship in terms of sports branch variable. As a result, students' individual competitiveness perceptions were determined in terms of different variables. [For the full proceedings, see ED626668.]
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- 2022
40. Internships as Clinical Rotations in Business: Enhancing Access and Options
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Gilbert, Faye W., Harkins, Jason, Agrrawal, Pankaj, and Ashley, Taylor
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Internships are high impact practices that offer work experiences and provide advantages for participating undergraduate students and for the talent acquisition efforts of firms. While research consistently documents the benefits of internships as a transformative experience, access and outcomes may vary for students and for underserved populations. Limitations of internships can include lack of access to enough positions as well as inadequate interactions between undergraduate students, firms, and faculty members in business programs. The purpose of this article is to describe an approach to enhancing access to internships on a larger scale with greater variety. Protocols found in clinical rotations in medicine and best practices for business internships guide development of the concept proposed in this paper. Steps associated with antecedents, process, and outcomes are summarized in a schematic and guide the development of the clinical internship framework. If high impact practices such as internships are to provide transformative experiences for all students, then the ideas developed to enhance academic efforts become critical components of future research and of continuous improvement efforts in business education over time.
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- 2021
41. Exploration of Moral Integrity Education and Superior Cadre Leadership at Madrasah Boarding School Indonesia
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Umar, Setyosari, Punaji, Kamdi, Waras, and Sulton
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This article uncovers learning methods and teaches moral integrity and leadership in training a six-year cadre. The empirical voicing moral integrity problem affects many people from various countries, including Indonesia. Moreover, moral decadence and value inconsistency are increasing among young potential national leaders, which is urgently noted through moral integrity education and superior human resources at madrasah boarding schools that develop integrative and long-life learning. This has led to many proposals for improving integrity. A qualitative design with a phenomenological approach was used in this research, while the participants' criteria consisted of educators, alumni, national figures, and organizational leaders totaling 25 people. Furthermore, the learning method is developed after the data collection and integrated, leading to the moral integrity internalization of prospective leaders with a superior cadre formation scheme. As a result, the method fosters integrity and leadership in various ways, contributing to the development of leadership talents and moral integrity character in Islamic education programs. Therefore, this helps in adaptation and strengthening characters in other fields, including preventive action, promoting academic integrity success, and valuable to knowledge by educators at large.
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- 2021
42. Funds of Knowledge and Educational Leadership: Recognizing and Leveraging Untapped Leadership Talent
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Macias, Angela and Townsend, Jonathan
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This article discusses the issue of inequities in educational leadership, of which we attribute largely to social capital and how educators interpret this capital. This concept is presented along with a range of leadership styles commonly accepted in education. An argument is made for using Funds of Knowledge as a lens for understanding leadership as well as in practice for addressing the social capital dilemma. We argue that leadership styles are not enough to correct inequities, but can be applied along with this Funds of Knowledge lens to identify and utilize untapped leadership in a range of educational settings.
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- 2021
43. Inclusive Professional Framework for Societies: Changing Mental Models to Promote Diverse, Equitable, and Inclusive STEM Systems Change. WCER Working Paper No. 2021-8
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University of Wisconsin-Madison, Wisconsin Center for Education Research (WCER), Leibnitz, Gretalyn, Gillian-Daniel, Donald L., Greenler, Robin M., Campbell-Montalvo, Rebecca, Metcalf, Heather, Segarra, Verónica A., Peters, Jan W., Patton, Shannon, Lucy-Putwen, Andrea, and Sims, Ershela L.
- Abstract
Science, technology, engineering, and mathematics (STEM) professional societies (ProS) are uniquely positioned to foster national-level diversity, equity, and inclusion (DEI) reform. ProS serve broad memberships, define disciplinary norms and culture, and inform accrediting bodies, thus providing "excellent leverage with which to design and promote change" (National Academy of Sciences et al., 2005). ProS could be instrumental in achieving the DEI culture reform necessary to optimize engagement of all STEM talent by leveraging disciplinary excellence resulting from diverse teams. Inclusive STEM culture reform requires that underlying "mental models'' be examined (Kania et al., 2018). The "Inclusive Professional Framework for Societies (IPF:Societies)" can help ProS change leaders (i.e., "boundary spanners'") and organizations identify and address mental models hindering DEI reform. "IPF:Societies" uses four "I's"--Identity awareness and Intercultural mindfulness (i.e., equity mindset) on which Inclusive relationships and Influential DEI actions are scaffolded. We discuss how "IPF:Societies" complements existing DEI tools. We explain how "IPF:Societies" can be applied to existing ProS policy and practice associated with common ProS functions (e.g., leadership, membership, conferences, awards, and professional development). Next steps are to pilot "IPF:Societies" with a cohort of STEM ProS. Ultimately, "IPF:Societies" has potential to promote more efficient, effective, and lasting DEI organizational transformation, and contribute to inclusive STEM disciplinary excellence.
- Published
- 2021
44. All Data Points. 50-State Comparison: K-12 and Special Education Funding
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Education Commission of the States
- Abstract
Across all 50 states, there are different ways in which states allocate K-12 and special education funding to districts. Education Commission of the States has collected information on states' primary funding models, base per-student funding amounts, student attendance count methods, and funding for special education, English language learners, students from low-income backgrounds, gifted and talented, and small schools. This document is part of the "50-State Comparison: K-12 and Special Education Funding." This document lists each state along with the following accompanying information: (1) Primary Funding Model; (2) Model Name; (3) Base Amount; (4) Student Count Method; (5) Special Education Funding Mechanism; (6) Special Education Program Name; (7) Special Education Amount (Dollar amount or weight); (8) Is there a Cap or Minimum threshold in place? (9) Special Education Funding Description; (10) English Learner Funding? (11) English Learner Funding Mechanism; (12) English Learner Program Name; (13) English Learner Amount (Dollar amount or weight); (14) At-Risk Funding for Low-Income Students; (15) Low-Income Students Funding Mechanism; (16) Low-Income Students Program Name; (17) Low-Income Students Identifier; (18) Low-Income Students Amount (Dollar amount or weight); (19) Gifted and Talented Funding? (20) Gifted and Talented Funding Mechanism; (21) Gifted and Talented Program Name; (22) Gifted and Talented Amount (Dollar amount or weight); (23) Small Size or Isolated Adjustment? (24) Small Size Funding Mechanism; (25) Small Size Program Name; (26) Small Size Amount (Dollar amount or weight); and (27) Small Size Identifier. [View the full "50-State Comparison: K-12 and Special Education Funding" here: https://www.ecs.org/50-state-comparison-k-12-and-special-education-funding.]
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- 2021
45. Gifted and Talented Funding. 50-State Comparison: K-12 and Special Education Funding
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Education Commission of the States
- Abstract
Across all 50 states, there are different ways in which states allocate K-12 and special education funding to districts. Education Commission of the States has collected information on states' primary funding models, base per-student funding amounts, student attendance count methods, and funding for special education, English language learners, students from low-income backgrounds, gifted and talented, and small schools. This document is part of the "50-State Comparison: K-12 and Special Education Funding." It provides details on states' gifted and talented funding, such as the funding mechanism, the program name, and the dollar amount. [View the full "50-State Comparison: K-12 and Special Education Funding" here: https://www.ecs.org/50-state-comparison-k-12-and-special-education-funding.]
- Published
- 2021
46. Should Talented Students Skip a Grade? A Literature Review on Grade Skipping
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Miravete, Sébastien
- Abstract
Since 2004, many researchers have considered that grade skipping has a positive impact on academic achievement and is not detrimental to psychosocial development. However, some recent works have called this evidence into question. Therefore, this literature review aims to verify the consistency and robustness of historical and recent results. This review concludes that: (a) on a global level, recent results are more robust (confounding factors are better controlled) and confirm previous results, but many other controls of confounding factors would need to be made; and (b) professionals may continue to recommend grade skipping, but they must remain cautious. Finally, it is still premature to argue that grade skipping has a definite positive impact, even if the results are encouraging and may at least invite teachers to consider grade skipping as a possible solution.
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- 2023
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47. Curriculum Impact on Culturally and Linguistically Diverse Student Language and Literacy Engagement
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Nelson, Jenna
- Abstract
In the study of focus in this paper, I analyze the curricular experiences of fifth- through eighth-grade culturally and linguistically diverse (CLD) Latina learners in their English Language Arts (ELA) dual language gifted and talented education (GATE) program. This research aims to understand the curricular experiences of CLD students participating in DL GATE coursework to comprehend how to support the ELA academic achievement of CLD students in GATE. In this paper, I discuss student experience with the coursework and contemplate how the inclusion of culturally sustaining practices (CSP) might improve CLD student engagement as well as language and literacy in GATE programming.
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- 2023
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48. Evaluating the Effectiveness of the Online Delivery of Affective Curriculum for Gifted Students
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Desmet, Ophélie Allyssa, Cakmakci, Huzeyfe, and Tuzgen, Abdullah
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The purpose of the present study was to evaluate the online delivery of an affective curriculum for gifted and talented youth to gain further understanding of its effectiveness and perceived advantages and disadvantages of delivering affective curriculum online. Using convergent parallel mixed methods design, we evaluated data from 38 secondary education students and 4 camp counselors to examine their experiences with the online delivery of an affective curriculum. We found the curriculum effectively increased students' self-perceptions, planning, and self-monitoring. Further, camp counselors generally perceived the online delivery to be effective and identified several benefits of online delivery, such as increased access and easier differentiating. Yet, they continued to prefer a face-to-face delivery where possible.
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- 2023
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49. Ready Coder One: Collaborative Game Design-Based Learning on Gifted Fourth Graders' 21st Century Skills
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O'Grady-Jones, Mary and Grant, Michael M.
- Abstract
The purpose of this research was to describe the impact of digital game building on fourth grade gifted and talented students' problem-solving, creativity, and collaboration skills. Increasingly, there has been a call to involve students in real-world experiences through projects that explore authentic issues using technology. Game design-based learning with its unique set of affordances may offer a path to integrating technology, computer science education, creativity, and problem-solving. Increasingly, the ability to create rather than just consume technology has gained attention linking creativity and collaboration to using coding language. In this study, data collection included student reflection journals, classroom observations, classroom video recordings, a focus group interview, and students' games. Participants came from two GT classes (n = 45). Qualitative analysis identified five themes: overcoming challenges of group work, developing a culture of collaboration, creating narrative, and connecting science, problem-solving in Scratch's coding environment, and reflecting on learning. Findings indicated involving gifted students in game design-based learning in science had a positive impact on student perceptions of problem-solving, creativity, and collaboration.
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- 2023
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50. Leadership 2030: Renewed Visions and Empowered Choices for European University Leaders
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Olcott, Don, Arnold, Deborah, and Blaschke, Lisa Marie
- Abstract
This conceptual and descriptive study examines the critical issues, challenges and priorities for European higher education (HE) leaders, drawing upon the theory, practice and experience of leaders inside and outside the open and distance learning (ODL) field. Focussing on the emerging vantage points of the 4th Industrial Revolution (4IR), global trends and the post-pandemic HE landscape, the article discusses their impact on organisational architecture and the emerging leadership roles for driving organisational values, change and sustainability. The authors argue that to maintain institutional stability and agility, leaders must interpret the current zeitgeist to set priorities, build decision-action packages and embrace a new organisational architecture: one characterised by flexible structures, a clear vision of the desired future, a culture of trust and openness, a comprehensive and deep understanding and optimum application of employee skill and talent, and the effective implementation of digital tools and curriculum structures in pedagogically meaningful ways. Leaders must be adaptable, agile and innovative, with the capacity to understand, identify and support the forms of leadership appropriate to their strategic objectives and institutional culture. The paper concludes by targeting critical priorities and actions that leaders must navigate to create innovative and dynamic futures for their institutions.
- Published
- 2023
- Full Text
- View/download PDF
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