Optimal Parenting and Family Environments for Talent Development

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.

Download Full-text

Behind an Accelerated Scientific Research Career: Dynamic Interplay of Endogenous and Exogenous Forces in Talent Development

Education Sciences ◽

10.3390/educsci10090220 ◽

2020 ◽

Vol 10 (9) ◽

pp. 220

Author(s):

David Yun Dai ◽

Xian (Stella) Li

Keyword(s):

Professional Training ◽

Scientific Research ◽

Talent Development ◽

Early College ◽

Research Career ◽

Learning And Development ◽

Endogenous Factors ◽

Exogenous Factors ◽

Dynamic Interplay

This study looks at the educational experiences, from the preschool years to advanced professional training in STEM fields, of a targeted sample of 10 (7 male, 3 female) early college entrants in China who later became professors at prestigious USA research universities. The purpose of the study was to find out (1) what some identifiable endogenous factors were about these individuals that facilitated the success of their accelerated learning and development; (2) what kinds of exogenous factors (e.g., environmental opportunities, resources, support) they experienced from childhood to adulthood that enhanced the successful acceleration experience; and (3) how these endogenous and exogenous factors facilitated their developmental transitions every step of the way, especially from the role of a student to that of an aspiring scientist. These questions are addressed in light of evolving complexity theory. Retrospective interviews were used for data collection. Thematic analysis of the codes from interview data yielded a conceptual map. A distinct set of endogenous and exogenous factors at different developmental junctures were identified, and their dynamic interplay was delineated to account for accelerated trajectories toward a scientific research career. The theoretical significance and practical implications of the study for talent development in science are discussed.

Download Full-text

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

Gifted Child Quarterly ◽

10.1177/00169862211007556 ◽

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.

Download Full-text

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

Journal of Advanced Academics ◽

10.1177/1932202x211013806 ◽

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.

Download Full-text

Measurement Invariance in the Alabama Parenting Questionnaire: Implications for Culturally Inclusive Parenting Research

Journal of Family Issues ◽

10.1177/0192513x211030022 ◽

2021 ◽

pp. 0192513X2110300

Author(s):

Anne Shaffer ◽

Violeta J. Rodriguez ◽

David J. Kolko ◽

Paul A. Pilkonis ◽

Oliver Lindhiem

Keyword(s):

Measurement Invariance ◽

Cultural Sensitivity ◽

Race And Ethnicity ◽

Parenting Behaviors ◽

Measurement Development ◽

School Age Children ◽

Alabama Parenting Questionnaire ◽

Partial Invariance ◽

Nationally Representative ◽

Optimal Parenting

Questions persist in the parenting literature regarding how best to define positive and negative parenting behaviors. Are there optimal parenting behaviors shared by mothers and fathers, or among different racial and ethnic groups? This study draws from a nationally representative sample of US parents of school-age children, testing aspects of measurement invariance in the Alabama Parenting Questionnaire (APQ) full and short forms. Our goal was to highlight psychometric approaches to enhancing cultural sensitivity and inclusivity in parenting research, by assessing whether self-reported parenting behaviors have similar conceptual structure across groups. Tests of measurement invariance revealed that the factor structure of the APQ was the same across parent gender, race, and ethnicity. While partial invariance was found in some instances, we did not find metric and scalar invariance in comparisons among these groups. We conclude with research- and practice-based implications, and provide recommendations for future measurement development and use.

Download Full-text