Making space for spatial talent

2020 ◽  
Vol 102 (4) ◽  
pp. 36-39
Author(s):  
Joni M. Lakin ◽  
Jonathan Wai
Keyword(s):  
Gifted Education ◽  
Spatial Reasoning ◽  
Talent Development ◽  
Gifted Identification ◽  
Symbolic Information ◽  
Education Leaders ◽  
K 12

Spatial reasoning — the ability to mentally visualize, transform, and recognize symbolic information — is known to predict long-term success in many educational and occupational areas, including in STEM. Despite this, spatial reasoning measures are virtually absent in K-12 tests. Thus, such strengths are not prioritized in gifted identification and talent development. Joni Lakin and Jonathan Wai discuss why spatial reasoning matters for finding and developing talent, services schools might provide for students with these strengths, and how understanding spatial reasoning can help education leaders expand access to gifted education.

An Interview with Professor Wilma Vialle

2020 ◽  
pp. 52-62
Keyword(s):  
Gifted Education ◽  
Effective Teachers ◽  
Talent Development ◽  
International Study ◽  
Chief Editor ◽  
Research Association ◽  
Social Emotional ◽  
South Wales ◽  
Australian Association

This is an interview with Dr Wilma Vialle, Ph.D, Professor in Educational Psychology and Gifted Education in the Faculty of Social Sciences at the University of Wollongong, New South Wales, Australia. Dr Vialle is the author of several books, articles, and chapters on gifted education and child psychology. Her research interests are centred on giftedness and talent development and she is predominantly interested in issues concerning social justice. Recent research projects include an international study of effective teachers of the gifted, a longitudinal study of adolescent academic and social emotional outcomes, the development of expertise in competitive Scrabble players, popular culture and giftedness, and the development of spiritual understanding in children. Dr Vialle is the chief editor of the journal Talent Development and Excellence and is on the editorial board of several international journals. She is also on the Executive Board of the International Research Association for Talent Development and Excellence (IRATDE). In 2006, Dr Vialle was awarded the Eminent Australian award by the Australian Association for the Education of the Gifted and Talented (AAEGT) for her contributions to gifted education.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

2021 ◽  
pp. 001698622110075
Author(s):  
Melanie S. Meyer ◽  
Anne N. Rinn
Keyword(s):  
Systematic Review ◽  
Emerging Adults ◽  
Gifted Education ◽  
Talent Development ◽  
State Standards ◽  
Database Search ◽  
Future Research ◽  
Review Of Literature ◽  
Leadership Programs ◽  
Service Models

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

Influences on Academic Talent Development of Black Girls in K-12: A Systematic Review

2021 ◽  
pp. 1932202X2110138
Author(s):  
Brenda K. Davis
Keyword(s):  
Systematic Review ◽  
Racial Identity ◽  
Thematic Analysis ◽  
Systematic Approach ◽  
Talent Development ◽  
Academic Development ◽  
Black Girls ◽  
Personal Attributes ◽  
Future Research ◽  
K 12

Black girls experience numerous challenges to their academic development. This study examines the literature from the last 30 years related to the influences on the academic talent development of school-aged Black girls. Environmental and intrapersonal influences to Black girls academic talent development are explored. Using a systematic approach, 43 articles are reviewed and summarized. Thematic analysis conducted on the results and findings sections from each article reveal four major themes related to personal attributes, racial identity, relationships, and institutions. The themes expand the understanding of the complexity of talent development of Black girls and identify several intrapersonal and environmental influences that can promote or hinder academic achievement. Implications for future research are discussed.

Lessons learned from a search for common ground

2021 ◽  
Vol 102 (5) ◽  
pp. 29-32
Author(s):  
Rick Hess ◽  
Pedro Noguera
Keyword(s):  
School Choice ◽  
Common Ground ◽  
Social And Emotional Learning ◽  
Lessons Learned ◽  
Policy Makers ◽  
Teachers College ◽  
Social And Emotional ◽  
Education Leaders ◽  
K 12 ◽  
Common Understanding

In 2020, Rick Hess and Pedro Noguera engaged in a long-running correspondence that tackled many of the biggest questions in education — including topics like school choice, equity and diversity, testing, privatization, the achievement gap, social and emotional learning, and civics. They sought to unpack their disagreements, better understand one another’s perspectives, and seek places of agreement or points of common understanding. Their correspondence appears in their book, A Search for Common Ground: Conversations About the Toughest Questions in K-12 Education (Teachers College Press, 2021). In this article, they reflect on the exercise, what they learned from it, and what lessons it might offer to educators, education leaders, researchers, and policy makers.

Envisioning a New Foundation for Gifted Education: Evolving Complexity Theory (ECT) of Talent Development

2017 ◽  
Vol 61 (3) ◽  
pp. 172-182 ◽  
Author(s):  
David Yun Dai
Keyword(s):  
Complexity Theory ◽  
Gifted Education ◽  
Adaptive System ◽  
Talent Development ◽  
Social Processes ◽  
Future Research ◽  
Research And Practice ◽  
Four Dimensions ◽  
Creative Productivity ◽  
Education Needs

This article presents a new theory of talent development, evolving complexity theory (ECT), in the context of the changing theoretical directions as well as the landscape of gifted education. I argue that gifted education needs a new foundation that provides a broad psychosocial basis than what the notion of giftedness can afford. A focus on talent development rather than giftedness should be based on a theory of talent development that is truly developmental, treating the developing person as an open, dynamic, and adaptive system, changing oneself adaptively while interacting with environmental opportunities and challenges. To introduce ECT, I first delineate the meaning and significance of four dimensions or “parameters” of talent development undergirding this new theory: domain, person, development, and culture. I then describe how ECT explicates the developmental processes and transitions as the result of human adaptations to environmental opportunities and challenges. More specifically, ECT uses the constructs of characteristic and maximal adaptation to elucidate how domain, person, development, and culture jointly shape a particular line of talent development, and how cognitive, affective, and social processes interact to push and sustain a critical transition from characteristic adaptation to maximal adaptation, eventually leading to high-caliber performance and creative productivity. I finally discuss the theoretical contributions and practical utilities of ECT for future research and practice.

scholarly journals Teaching Future Educators During a Global Pandemic

2021 ◽  
Vol 9 (2) ◽  
pp. 25-36
Author(s):  
Jacquelynne Anne Boivin
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
Private Higher Education ◽  
Long Term Effects ◽  
Public And Private ◽  
Global Pandemic ◽  
The Us ◽  
Private Higher Education Institutions ◽  
K 12

While schools are the center of attention in many regards throughout the COVID-19 pandemic, programs that prepare educators have not received nearly as much attention. How has the reliance on technology, shifts in daily norms with health precautions, and other pandemic-related changes affected how colleges and universities are preparing teachers for their careers? This article walks the reader through the pandemic, from spring 2020, when the virus first shut down the US in most ways, to the winter of 2021. The authors, two educator preparation faculty members from both public and private higher education institutions in Massachusetts, reflect on their experiences navigating the challenges and enriching insights the pandemic brought to their work. Considerations for future implications for the field of teacher-preparation are delineated to think about the long-term effects this pandemic could have on higher education and K-12 education.

scholarly journals Colonization of gut microbiota by plasmid-carrying bacteria is facilitated by evolutionary adaptation to antibiotic treatment

2021 ◽  
Author(s):  
Peng Zhang ◽  
Daqing Mao ◽  
Huihui Gao ◽  
Liyang Zheng ◽  
Zeyou Chen ◽  
...  
Keyword(s):  
Multidrug Resistance ◽  
Bacterial Species ◽  
Antibiotic Resistance Genes ◽  
Multidrug Resistant ◽  
Evolutionary Adaptation ◽  
Antibiotic Exposure ◽  
Resistance Protein ◽  
K 12

AbstractMultidrug-resistant plasmid-carrying bacteria are of particular clinical concern as they could transfer antibiotic resistance genes to other bacterial species. However, little is known whether evolutionary adaptation of plasmid-carrying bacteria after long-term antibiotic exposure could affect their subsequent colonization of the human gut. Herein, we combined a long-term evolutionary model based on Escherichia coli K-12 MG1655 and the multidrug-resistant plasmid RP4 with in vivo colonization experiments in mice. We found that the evolutionary adaptation of plasmid-carrying bacteria to antibiotic exposure facilitated colonization of the murine gut and subsequent plasmid transfer to gut bacteria. The evolved plasmid-carrying bacteria exhibited phenotypic alterations, including multidrug resistance, enhanced bacterial growth and biofilm formation capability and decreased plasmid fitness cost, which might be jointly caused by chromosomal mutations (SNPs in rpoC, proQ, and hcaT) and transcriptional modifications. The upregulated transcriptional genes, e.g., type 1 fimbrial-protein pilus (fimA and fimH) and the surface adhesin gene (flu) were likely responsible for the enhanced biofilm-forming capacity. The gene tnaA that encodes a tryptophanase-catalyzing indole formation was transcriptionally upregulated, and increased indole products participated in facilitating the maximum population density of the evolved strains. Furthermore, several chromosomal genes encoding efflux pumps (acriflavine resistance proteins A and B (acrA, acrB), outer-membrane protein (tolC), multidrug-resistance protein (mdtM), and macrolide export proteins A and B (macA, macB)) were transcriptionally upregulated, while most plasmid-harboring genes (conjugal transfer protein (traF) and (trbB), replication protein gene (trfA), beta-lactamase TEM precursor (blaTEM), aminoglycoside 3'-phosphotransferase (aphA) and tetracycline resistance protein A (tetA)) were downregulated. Collectively, these findings demonstrated that evolutionary adaptation of plasmid-carrying bacteria in an antibiotic-influenced environment facilitated colonization of the murine gut by the bacteria and plasmids.

Bringing Dynamic Geometry to Three Dimensions

2015 ◽  
pp. 68-99
Author(s):  
Nicholas H. Wasserman
Keyword(s):  
Teaching And Learning ◽  
Spatial Reasoning ◽  
Mathematics Classroom ◽  
Three Dimensional ◽  
Dynamic Geometry ◽  
State Standards ◽  
Three Dimensions ◽  
Two Dimensional ◽  
The Common ◽  
K 12

Contemporary technologies have impacted the teaching and learning of mathematics in significant ways, particularly through the incorporation of dynamic software and applets. Interactive geometry software such as Geometers Sketchpad (GSP) and GeoGebra has transformed students' ability to interact with the geometry of plane figures, helping visualize and verify conjectures. Similar to what GSP and GeoGebra have done for two-dimensional geometry in mathematics education, SketchUp™ has the potential to do for aspects of three-dimensional geometry. This chapter provides example cases, aligned with the Common Core State Standards in mathematics, for how the dynamic and unique features of SketchUp™ can be integrated into the K-12 mathematics classroom to support and aid students' spatial reasoning and knowledge of three-dimensional figures.

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