Gifted Adolescent Readers’ Perceptions of How Teachers Should (or Should Not) Listen During Dialogic Discourse

2021 ◽  
pp. 001698622110098
Author(s):  
Cindy M. Gilson ◽  
Adrienne E. Sauder
Keyword(s):  
Professional Learning ◽  
Gifted Students ◽  
The United States ◽  
Future Research ◽  
Focus Group Study ◽  
Research Attention ◽  
Dialogic Discourse ◽  
Adolescent Readers ◽  
Motivation For Learning ◽  
Gifted Education Teachers

Effective listening is essential when teachers facilitate instructional classroom discussions. While the intersection between teacher listening and how students engage in discussions has received a wealth of research attention from other fields, this important phenomenon continues to be underresearched in the gifted and literacy education fields. To deepen our understanding of the phenomenon of teacher listening from students’ perspectives, we conducted an in-depth focus group study with middle school gifted students from five schools in a Southeastern state in the United States. Findings of our data analysis revealed four key interrelated themes: (a) teachers as active listeners, (b) teacher character traits, (c) student feelings and behaviors, and (d) listening as a pedagogical tool. Of significance, this study revealed students’ perspectives of how gifted education teachers should listen and that their listening influences students’ sense of connectedness and motivation for learning. Implications for professional learning and recommendations for future research are discussed.

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

2017 ◽  
Vol 28 (3) ◽  
pp. 163-203 ◽  
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Jihyun Lee
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Future Research ◽  
Assessment Instruments ◽  
Gifted Programs ◽  
Gifted Identification ◽  
Research Attention ◽  
Gifted Program ◽  
Crucial Component ◽  
Gifted Education Programs

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

Service Orientation of a Retailer's Business Strategy: Dimensions, Antecedents, and Performance Outcomes

2002 ◽  
Vol 66 (4) ◽  
pp. 86-101 ◽  
Author(s):  
Christian Homburg ◽  
Wayne D. Hoyer ◽  
Martin Fassnacht
Keyword(s):  
Business Strategy ◽  
The United States ◽  
Performance Outcomes ◽  
Future Research ◽  
Service Orientation ◽  
Important Research ◽  
Research Attention ◽  
Research Issues ◽  
Service Oriented ◽  
And Performance

Augmenting products with services is a major way retailers have of gaining differentiation in today's competitive market. Despite its importance, this topic has received relatively little research attention. Unlike previous research, this study adopts a more comprehensive perspective on retail services by examining three important research gaps related to a service-oriented business strategy: First, the authors elaborate on the dimensions of a service-oriented business strategy and introduce a new measure of this strategy. Second, the authors examine the antecedents of a service-oriented business strategy. In practice, there appears to be considerable variability in terms of the extent to which retailers demonstrate a service orientation, but there is a major gap in the understanding of what factors influence this orientation. Third, the authors investigate the neglected link between a service-oriented business strategy and performance outcomes. To examine these three important areas, the authors conducted an empirical study of clothing and furniture retailers in both the United States and Germany. This study provides evidence for the proposed conceptualization of a service-oriented business strategy. The authors also find that the investigated antecedents account for some variance of a service-oriented business strategy, which in turn positively affects company performance in the market and thereby profitability. Furthermore, the authors discuss several important research issues as well as managerial implications and future research avenues.

Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children

2020 ◽  
Vol 43 (3) ◽  
pp. 169-183 ◽  
Author(s):  
Angela M. Novak ◽  
Katie D. Lewis ◽  
Christine L. Weber
Keyword(s):  
Professional Learning ◽  
Gifted Students ◽  
The United States ◽  
Cultural Knowledge ◽  
Gifted Children ◽  
History Of ◽  
Guiding Principles ◽  
Gifted Youth ◽  
The Many ◽  
Learning Plans

Gifted education in the United States has a long history of underrepresentation of culturally, linguistically, and economically diverse (CLED) gifted students. Despite the many years of attention toward this pervasive problem, the gap in equity and access to gifted services for CLED students has not closed due to a variety of practices related to assessments, teacher referrals, and support structures. The authors contend that many issues stem from a common underlying cause: a lack of cultural knowledge and competency pertaining to gifted youth. This article presents guiding principles based in professional learning, equity, and gifted pedagogy for use in crafting training experiences: pulse-taking, establishing safe zones, individualizing professional learning plans, cultural training beyond surface-level, school/home connections, identifying grows and glows, and engaging in courageous conversations.

Educator Perspectives on Data-Based Decision Making in Germany and the United States

2021 ◽  
pp. 002221942098612
Author(s):  
Stefan Blumenthal ◽  
Yvonne Blumenthal ◽  
Erica S. Lembke ◽  
Sarah R. Powell ◽  
Patricia Schultze-Petzold ◽  
...  
Keyword(s):  
United States ◽  
Decision Making ◽  
Best Practices ◽  
Professional Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Future Research ◽  
Explorative Study ◽  
Using Data ◽  
Data Based Decision Making

The purpose of this explorative study was to examine the use and understanding of key components of data-based decision making by educators in two countries—Germany and the United States. Educators responded to a survey that asked about data use and characteristics related to data-based decision making (DBDM). Results suggest educators in both countries are focused on using data to monitor progress, although less so in Germany. Educators in both countries noted similar understanding of important features (e.g., psychometric properties) of data. Educators in the United States reported they used data for decision making at the classroom level almost twice as often as their counterparts in Germany, while German educators focused on decision making at the student level. These findings will influence future research, including joint studies that could use the best practices of both countries, and professional learning opportunities for educators in Germany and the United States.

Components of Hostile Masculinity and Their Associations With Male-Perpetrated Sexual Aggression Toward Women: A Systematic Review

2021 ◽  
pp. 152483802110302
Author(s):  
Travis N. Ray ◽  
Michele R. Parkhill
Keyword(s):  
Systematic Review ◽  
Interpersonal Violence ◽  
Sexual Aggression ◽  
Empirical Work ◽  
The United States ◽  
Operational Definition ◽  
Future Research ◽  
Research Attention ◽  
Extant Literature ◽  
Definition Of

Hostile masculinity and its components (i.e., sexual dominance, hostility toward women, adversarial sexual beliefs, rape myth acceptance, and acceptance of interpersonal violence) have received considerable research attention as predictors of male-perpetrated sexual aggression toward women. The current systematic review sought to synthesize and organize the extant literature. Studies were included in the systematic review if they were published in a peer-reviewed journal between the years 1990 and 2020, contained a male sample within the United States, analyzed quantitative data, and examined at least one component of hostile masculinity and its association with sexual aggression. Literature searches were conducted in three academic databases, and additional records were identified through references sections from known hostile masculinity research. A total of 95 articles met inclusion criteria and were integrated into the overview of results. The reviewed literature provided broad support for the association between hostile masculinity and sexual aggression, including evidence for the theoretical framework posited by the confluence model of sexual aggression. Prevention efforts are likely to find success by modifying hostile masculine characteristics among men, particularly within problematic environmental contexts. However, the review also highlighted the need for a uniform conceptualization and operational definition of hostile masculinity. Additionally, empirical work with diverse samples is necessary to determine the scope of generalizability and potential subcultural distinctions. Future research that addresses these limitations will contribute to the understanding and prevention of sexual aggression beyond what is provided by the extant literature.

scholarly journals Global Trends in Intertrochanteric Hip Fracture Research From 2001 to 2020: A Bibliometric and Visualized Study

2021 ◽  
Vol 8 ◽  
Author(s):  
Ze Zhang ◽  
Yudian Qiu ◽  
Yawen Zhang ◽  
Yi Zhu ◽  
Fengpo Sun ◽  
...  
Keyword(s):  
United States ◽  
Internal Fixation ◽  
San Francisco ◽  
The United States ◽  
Future Research ◽  
Intertrochanteric Fractures ◽  
Research Attention ◽  
Femur Fractures ◽  
Citation Frequency ◽  
Number Of Publications

Background: Intertrochanteric femur fractures, which are common geriatric osteoporotic fractures, have imposed a huge economic and social burden. This study clarified the global status of research on intertrochanteric fractures between 2001 and 2020 and predicted future research trends in this field using bibliometric and visualized studies.Methods: Publications related to intertrochanteric fractures were retrieved from the Web of Science (WoS) database. All studies were published between 2001 and 2020. Bibliometric and co-occurrence analyses were conducted using VoS viewer software.Results: In total, 2,632 studies were retrieved. The number of global publications regarding intertrochanteric fractures increased annually. The United States was the largest contributor, ranking first in total publications, citations, and the H-index. Switzerland had the highest average citation frequency among the 10 countries with the highest number of publications. The journal that published the most articles regarding intertrochanteric fractures was the Injury International Journal of The Care of The Injured, with 290 articles published. This journal also ranked first in the citation frequency. MJ Parker, an author, published the most papers in the field, and the University of California research team at San Francisco contributed the most publications in this field. During the co-occurrence analysis, all keywords were divided into four clusters: internal fixation study, complication study, risk-factor study, and survival and prognosis analysis study. The internal fixation and survival and prognosis analysis studies were predicted as the next hot topics in the field of intertrochanteric fractures.Conclusions: Intertrochanteric fractures are gaining increasing research attention according to the current global trend, and the number of publications regarding intertrochanteric hip fractures will continue to increase. The United States currently publishes the most articles on intertrochanteric fractures. The number of studies related to internal fixation, survival, and prognosis analysis is increasing, suggesting that these topics may become the next research hotspots in the area of intertrochanteric fractures.

District micropolitics during principal professional learning

2019 ◽  
Vol 48 (5) ◽  
pp. 935-955
Author(s):  
Kimberly LeChasseur ◽  
Morgaen L Donaldson ◽  
Jeremy Landa
Keyword(s):  
Professional Learning ◽  
Educational Leaders ◽  
Central Office ◽  
The United States ◽  
Future Research ◽  
Event Analysis ◽  
Central Office Administrators ◽  
Urban District ◽  
New Principal ◽  
Critical Case Study

Principal professional learning is shifting in many districts in the United States of America away from didactic, central office-managed workshops to include more peer-led learning opportunities. Yet researchers have largely failed to examine issues of positionality and authority in principal professional learning, despite international scholarship that demonstrates the influence of micropolitics on the enactment of change. Using event analysis of a critical case study in an urban district in the northeast USA, we examine three chains of events. Principals and central office administrators used a variety of tactics – cooperation, compromise, and co-optation – to navigate overt and covert conflict during implementation of peer-led principal professional learning. Principals and central office administrators encountered micropolitics as they determined authority over the learning agenda, negotiated a redefinition of a new principal role, and co-constructed official spaces for peer-led learning. Findings provide lessons for educational leaders and those responsible for professional learning in districts with middle manager roles in any context, as well as suggesting that future research on the micropolitics of principal professional learning is warranted.

Administrators’ professional learning via Twitter: the dissonance between beliefs and actions

2016 ◽  
Vol 54 (3) ◽  
Author(s):  
Vincent Cho
Keyword(s):  
Social Media ◽  
Public Relations ◽  
Professional Learning ◽  
Online Community ◽  
Design Methodology ◽  
School Administrators ◽  
The United States ◽  
Future Research ◽  
Structured Interviews ◽  
Practical Implications

Purpose Although there has been increasing optimism about the potential for social media platforms such as Twitter to support educators’ professional learning, it is yet unclear whether such promises hold true. Accordingly, the purpose of this study is to explore school administrators’ use of Twitter for professional learning. Design/methodology/approach This qualitative case study draws data collected from 17 school administrators from throughout the United States and Canada. In addition to individual, semi-structured interviews, administrators’ tweets were collected for two weeks. This resulted in 1460 tweets. Analyses were aimed at perceptions about Twitter, the knowledge shared, and its impact on practice. Findings Findings presented a paradox: although administrators were enthusiastic about the social and professional benefits associated with Twitter, they did not share or apply much knowledge commonly associated with administrator work. Topically, administrators’ tweets tended to focus on technology, rather than other leadership issues. Also, administrators’ informal tweets focused on norms and relationships in the online community, rather than other dimensions to leadership craft. What’s more, leaders were rarely able to point to direct changes in their school policies or practices resulting from Twitter. Research limitations/implications The present study raises issues for future research, including: How do administrators evaluate the expertise of peers or other resources online? How do leaders negotiate conflict or dialogue online? How might leaders leverage social media as public relations tools? Practical implications Whereas popular media have described the benefits of platforms like Twitter in broad strokes, the present study provides a detailed account of the practitioner experience. This account includes not only descriptions of what leaders might (or might not) be learning via Twitter, but also some of the benefits of being able to socialize with colleagues online. Originality/value As social media use has grown, so has interest in using such platforms for professional learning. However, there is a gap in knowledge regarding the strengths and shortfalls facing administrators. This study breaks new ground by comparing Twitter's purported benefits to user's tweets and outcomes.

Implementation of Data-Based Decision-Making: Linking Research From the Special Series to Practice

2021 ◽  
Vol 54 (5) ◽  
pp. 365-372
Author(s):  
Devin M. Kearns ◽  
Natasha J. Feinberg ◽  
Leslie J. Anderson
Keyword(s):  
Decision Making ◽  
Learning Disabilities ◽  
Professional Learning ◽  
New Technologies ◽  
The United States ◽  
Future Research ◽  
Students With Learning Disabilities ◽  
Special Series ◽  
Data Based Decision Making

The papers in the special series describe the role of data-based decision-making (DBDM) in improving the outcomes of students with learning disabilities based on research across Germany, the Netherlands, and the United States. The articles address multiple aspects of a model of DBDM that includes the role of teacher knowledge, skills, beliefs, and sources of professional learning and the role of systems-level factors in improving student achievement. In this article, the conclusions of each paper are described in terms of that model. The papers illustrate that DBDM can improve achievement for students with learning disabilities through a DBDM process called data-based individualization (DBI)—especially if teachers have innovative supports (e.g., new technologies). For teachers, DBDM professional development (PD) can improve DBDM knowledge and implementation, but PD may not be adequate in all cases, with practical experience playing a central role. In addition, classroom-level DBDM may not translate to success for students with learning disabilities. Finally, the articles reveal a need to focus more on systems-level factors in successful DBDM systems like DBI—especially when implemented outside the experimental context. These findings provide a contemporary lens on DBDM as it related to students with learning disabilities and establish foci for future research.

Arab American Adolescents’ Perceived Stress and Bullying Experiences: A Qualitative Study

2016 ◽  
Vol 39 (12) ◽  
pp. 1567-1588 ◽  
Author(s):  
Maha Albdour ◽  
Linda Lewin ◽  
Karen Kavanaugh ◽  
Jun Sung Hong ◽  
Feleta Wilson
Keyword(s):  
High School Students ◽  
Qualitative Study ◽  
Religious Affiliation ◽  
High Stress ◽  
The United States ◽  
Future Research ◽  
Arab American ◽  
School Students ◽  
Research Attention ◽  
Bullying Experiences

In 2012, 20% of high school students were bullied in the United States. Bullying is more prevalent among minority populations. Arab American adolescents receive little research attention and are described as the invisible population. This descriptive qualitative study was conducted with 10 Arab American adolescent bullying victims to describe their bullying experiences and related stress. In addition to being bullied because of health problems or social disadvantages, Arab American adolescents reported that they were bullied because of their ethnic/racial background and religious affiliation. Victims described high stress levels and anxiety which compromised their ability to function. They reported feeling sad, angry, overwhelmed, helpless, and hurt when they were bullied. They also lost control over their lives and self-confidence. Family and friends were sources of support but school administrators and teachers were not supportive. Implications for practice and future research were discussed.

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