An Interview with Carolyn M. Callahan

1993 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
School Of Education ◽  
University Of Virginia ◽  
Gifted Programs ◽  
The Board Of Directors ◽  
Enrichment Program ◽  
Gifted Females ◽  
The University

This is the conclusion of Robert Kirschenbaum's interview with Carolyn Callahan. Dr. Callahan is Professor of Educational Studies, Curry School of Education at the University of Virginia in Charlottesville. She is Director of the University of Virginia Enrichment Program. She has been the Editor of the Journal for the Education of the Gifted, President of the Association for the Gifted, and is currently on the Board of Directors for the National Association for Gifted Children. She is on the editorial board of several journals in the field of gifted education. Her publications have often focused on the education of gifted females and the evaluation of gifted programs. In addition, she was chosen as the Outstanding Faculty Member of the Commonwealth of Virginia in 1988. Dr. Callahan was interviewed by phone from her residence in Charlottesville in June, 1990.

Catherine Bradshaw: The Role of Prevention Science in School-Based Programming

2019 ◽  
Vol 55 (5) ◽  
pp. 325-330
Author(s):  
Melissa Stormont ◽  
Daniel R. Cohen ◽  
Ambra L. Green
Keyword(s):  
School Mental Health ◽  
Associate Editor ◽  
Bullying Prevention ◽  
Life Course Perspective ◽  
Prevention Science ◽  
School Of Education ◽  
University Of Virginia ◽  
School Based ◽  
Associate Dean ◽  
The University

Catherine Bradshaw, PhD, MEd, is a professor and the senior associate dean for research and faculty development at the Curry School of Education and Human Development at the University of Virginia. She was previously the associate editor for the Journal of Research on Adolescence and is currently the editor of Prevention Science. She is a coeditor of the Handbook of School Mental Health (2014), is the editor of Handbook on Bullying Prevention: A Life Course Perspective (2017), and is currently working on two books.

Twenty Years with The Tocqueville Review

2000 ◽  
Vol 21 (1) ◽  
pp. 13-15
Author(s):  
Olivier Zunz
Keyword(s):  
University Of Virginia ◽  
Virginia History ◽  
Sociology Professor ◽  
History Department ◽  
One Year ◽  
The University

I had been teaching for one year at the University of Virginia history department in the fall of 1979, when Theodore Caplow, a sociology professor, asked me to serve as an officer of his recently-created Tocqueville Society. Although the society had just published its first issue of the Tocqueville Review, it was distinct from it. In 1992, I joined the newly-formed editorial board which Henri Mendras created upon taking over the editorship.

Attitudes of Adolescent Gifted Girls and Boys toward Education, Achievement, and the Future

1994 ◽  
Vol 9 (3) ◽  
pp. 144-151 ◽  
Author(s):  
Sally M. Reis ◽  
Carolyn M. Callahan ◽  
Diane Goldsmith
Keyword(s):  
School Achievement ◽  
Summer Institute ◽  
University Of Virginia ◽  
Family Attitudes ◽  
Professional Goals ◽  
Education Achievement ◽  
Gifted Females ◽  
The University ◽  
Future Education ◽  
Gifted Girls

A questionnaire was administered to 144 gifted girls and 140 gifted boys in grades six through eight who attended a summer institute at The University of Virginia. The questionnaire examined three aspects of the students' lives: expectations about future education, career and family; attitudes about school and school achievement; and their concept of gender differences. Differences were found between boys and girls in all three areas. Gifted boys had strong opinions about their futures and their professional goals but believe their wives should not pursue a career once children are born. They also believe that girls will spend more time taking care of children and home than they (gifted boys) will when they are adults. These findings raise concerns about the realization of potential in gifted females whose attitudes in this study were very different.

scholarly journals Evaluation of Gifted Programs: Current Practices

1993 ◽  
Vol 16 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Scott L. Hunsaker ◽  
Carolyn M. Callahan
Keyword(s):  
Private School ◽  
Program Improvement ◽  
Promising Practices ◽  
University Of Virginia ◽  
Evaluation Design ◽  
Gifted Programs ◽  
Analysis Techniques ◽  
Gifted Program ◽  
Program Evaluations ◽  
The University

In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns. Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.

Evaluating Gifted Programs

2022 ◽  
pp. 263-277
Author(s):  
Elissa Brown
Keyword(s):  
Program Evaluation ◽  
Literature Review ◽  
Gifted Education ◽  
Program Improvement ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Program Evaluations ◽  
K 12 ◽  
Program Components

Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.

Have You Heard? Newsworthy items from the field

2020 ◽  
Vol 101 (5) ◽  
pp. 68-68
Keyword(s):  
Special Education ◽  
Charter Schools ◽  
Students With Disabilities ◽  
School Of Education ◽  
University Of Virginia ◽  
Research Topics ◽  
The University

A survey by the Jefferson Education Exchange at the University of Virginia Curry School of Education details how educators access research and what research topics they are interested in. The National Center for Special Education in Charter Schools releases on how well charter schools are doing at educating students with disabilities.

Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia

1992 ◽  
Vol 15 (4) ◽  
pp. 309-331 ◽  
Author(s):  
Dewey G. Cornell ◽  
Marcia A. B. Delcourt ◽  
Marc D. Goldberg ◽  
Lori C. Bland
Keyword(s):  
Learning Outcomes ◽  
Gifted Students ◽  
University Of Virginia ◽  
Gifted Programs ◽  
Initial Report ◽  
Pull Out ◽  
Regular Classrooms ◽  
Different Types ◽  
Delivery Options ◽  
The University

This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.

Injector for a 100-500 kV Linac Electron Microscopy Source

1967 ◽  
Vol 25 ◽  
pp. 274-275
Author(s):  
John W. Coleman
Keyword(s):  
Electron Microscopy ◽  
Linear Accelerator ◽  
Beam Current ◽  
Ion Trapping ◽  
University Of Virginia ◽  
Electron Injector ◽  
Illumination System ◽  
Radio Corporation Of America ◽  
The University ◽  
Optical Integration

The injector to be described is a component in the Electron Injector-Linear Accelerator—Condenser Module for illumination used on the variable 100-500kV electron microscope being built at the Radio Corporation of America for the University of Virginia.The injector is an independently powered, autonomous unit, operating at a constant 6kV positive with respect to accelerator potential, thereby making beam current independent of accelerator potential. The injector provides for on-axis ion trapping to prolong filament lifetime, and incorporates a derived Einzel lens for optical integration into the overall illumination system for microscopy. Electrostatic beam deflectors for alignment are an integral part of the apparatus. The entire injector unit is cantilevered off a door for side loading, and is topped with a 4-filament turret released electrically but driven by a self-contained Negator spring motor.

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.

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