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"Gifted or talented" is a student exceptionality category that in many states requires a formal eligibility procedure to qualify for specialized school programming (Gallagher et al. 2014). Researchers agree that there is a historical overreliance on IQ in determining service eligibility; however, no brief parent rating scale appears in the empirical literature to support the decision-making of school evaluation teams. Items of the "Characteristics of Giftedness Scale" (Silverman 1993) were selected and expanded upon to create a brief 20-item instrument. Confirmatory factor analysis (CFA) revealed that the modified scale was best characterized as having a two-factor structure. Furthermore, group differences were found between students eligible for gifted school programming and those without gifted status at school. Taken together, present findings suggest that this modified scale may be a suitable evaluation tool for school-based use.

The recent commentary by Beaujean and Farmer (2020) on the original paper by Dixon et al. (2019) serves a cautionary tale of selective p-values, the law of small N sizes, and the type-II error. We believe these authors have crafted a somewhat questionable argument in which only 57% of the original Dixon et al. data were re-analyzed, based on a series of assumptions that removed significant power from the original statistical analysis. We here provide an additional 12 re-analyses of the original data and demonstrated that depending on the testing assumptions and data inclusion criteria, p-value may or may not exceed the commonly used 0.05 level. Although we support healthy discussion on experimental methods, and appreciate the reinterpretation of our findings, the reader is cautioned that because Beaujean and Farmer's conclusions are limited to such a restricted range of data and different pre-analytic assumptions, the actual importance of their obtained p-value must remain in the eye of the beholder. [For Beaujean and Farmer's "Conceptual and Methodological Concerns: A Commentary on "Randomized Controlled Trial Evaluation of ABA Content on IQ Gains in Children with Autism," see EJ1307568. For Dixon et al.'s "Randomized Controlled Trial Evaluation of ABA Content on IQ Gains in Children with Autism," see EJ1307558.]

Previous research has demonstrated that student motivation and engagement can take different forms across a variety of tasks at school or college. However, no research has yet examined the forms of student momentary engagement that emerge in response to a single task. Adolescent students (N = 196) from two low-income secondary schools in Dublin, Ireland were given the same English grammar task to complete in a 10-min period. We used systematic observation and posttask self-report measures to collect data on momentary cognition, emotion, motivation, and behavior. Using latent profile analysis, we discovered seven main forms of momentary (dis)engagement: fully engaged, attentive but amotivated, attentive but disinterested, attentive but disaffected, distracted but motivated, disengaged, and deeply disengaged. Gender, ethnicity, academic self-efficacy, peer support, and classmate cognitive engagement were notable predictors of group membership. The results should be useful to educators wanting to understand why students in their classrooms have a variety of responses to the same task.

The recent commentary by Beaujean and Farmer (2020) on the original paper by Dixon et al. (2019) serves a cautionary tale of selective p-values, the law of small N sizes, and the type-II error. We believe these authors have crafted a somewhat questionable argument in which only 57% of the original Dixon et al. data were re-analyzed, based on a series of assumptions that removed significant power from the original statistical analysis. We here provide an additional 12 re-analyses of the original data and demonstrated that depending on the testing assumptions and data inclusion criteria, p-value may or may not exceed the commonly used .05 level. Although we support healthy discussion on experimental methods, and appreciate the reinterpretation of our findings, the reader is cautioned that because Beaujean and Farmer's conclusions are limited to such a restricted range of data and different pre-analytic assumptions, the actual importance of their obtained p-value must remain in the eye of the beholder., Author(s): Zhihui Yi [sup.1], James B. Schreiber [sup.2], Dana Paliliunas [sup.3], Becky F. Barron [sup.4], Mark R. Dixon [sup.1] Author Affiliations: (1) grid.185648.6, 0000 0001 2175 0319, College of Applied [...]

This study evaluated whether parenting and childcare experience across infancy and toddlerhood were associated with children's reading, math, and social-behavioural skills prior to kindergarten entry. Analyses also examined whether race or ethnicity moderated associations. A representative sample of Hispanic, Black, and White children from the Early Childhood Longitudinal Study -- Birth Cohort (N = 4550) was used. Parents' responsiveness in infancy and supportiveness in toddlerhood, as well as the home learning environment in toddlerhood, related to academic and social--emotional and behavioural readiness. Associations between certain parenting behaviours and child outcomes varied as a function of race. Additionally, compared to parent-only childcare, attendance in centre-based care at two years of age related to higher early math skills. Findings highlight the need for culturally specific early intervention to support parents in shaping early social-emotional skills in children, and suggest that exposure to centre-based childcare in the toddler years may benefit math readiness.

Child sexual abuse (CSA) is a pervasive public health problem. If left undetected, CSA can result in immediate and long-term health problems, which can be mitigated through early identification. Schools are an ideal environment to implement screening measures, and school nurses (SN) are uniquely poised to intervene and respond early. The aim of this review was to systematically examine and synthesize the international evidence related to screening for early identification of CSA in schools. Themes emerging from the analysis were SN behaviors relative to screening, potential instruments or approaches for screening, and SN and school professionals' beliefs about CSA screening practices. This review found little evidence that CSA screening is occurring in schools. However, SNs are aware that screening falls within their scope of practice and many SNs feel they should be screening for it. A constant proactive approach by SNs is necessary to improve early identification and subsequent intervention. [ABSTRACT FROM AUTHOR]

Background: In some professions, "wellness" has become shorthand for physical fitness and nutrition but dimensions outside the physical are equally important. As wellness models continue to materialize, a validated instrument is needed to substantiate the characteristics of a multidimensional wellness model. Purpose: This 2-pronged study focused on the testing of the factor structure of the Multidimensional Wellness Inventory (MDWI) and comparisons between student-athletes (SAs) and nonathletes (NAs) as well as first-generation (FGs) and non-first-generation students (NFGs). Methods: Part I tested the construct validity of the instrument using confirmatory factor analysis (N = 1699). Part II compared wellness scores among SAs, NAs, FGs, and NFGs using independent sample "t" tests (N = 990). Results: Part I revealed that a revised factor structure for the MDWI was preferred. Part II showed statistically significant differences in 5 of 9 wellness constructs. FGs did not have statistically significant different scores than NFGs. Discussion: Outcomes demonstrate that a multidimensional approach and a valid instrument are imperative within the college population regardless of their involvement in athletics and their FG/NFG designation. Translation to Health Education Practice: The study is significant to college Health Educators for planning and evaluation purposes to gauge students' multidimensional wellness status.

Utilizing the National Assessment of Educational Progress (NAEP) data, this study examined (1) how fourth and eighth-grade ELLs' mathematics and reading scores on national tests compared to their non-ELL peers' scores over the testing period between 2003 and 2011, and (2) if gender and ethnicity contributed to variation in the growth patterns among the student groups across grade levels and content areas. Since the NAEP data, which provides a national sample of 10,000-20,000 students, is collected using a probability sample design, sampling weights are adjusted so inferences can be appropriately made. Sample sizes within NAEP are large enough to generate adequate power for statistical significance. Thus, to display the data in a multivariate mode, Tableau 8.0.0 software was used. Results suggested that the achievement gap between non-ELLs and ELLs is either steady or slightly widening in both mathematics and reading, with multiple paths across the content areas, grade levels, and gender and ethnic groups.

This essay discusses creativity in the classroom, constraints and the lack of creativity modeling in undergraduate teacher education programs, and some simple changes that can be made. This lack of models and modeling of creativity in the teacher education classrooms leads to a lack of creativity in teaching, activity design, tasks, and assessments. Issues related to lack of creativity in the education system are discussed from the student, faculty, state, and government levels., Introduction 'This is a worksheet factory' -Olivia age 8 'If we have to present one more poster...' -Caitlyn age 20 This essay is both academic and personal. It is the [...]

The authors examine a model of visitor engagement that has been in development over the past 3 years at the Smithsonian Institution. A total of 390 visitors comprised the sample with a subsample ("n" = 102) of visitors who were tracked through an exhibit in the National Museum of Natural History. A 5-factor visitor preference model was tested (idea, people, object, physical, and reflective). A 4-factor model was retained, and factor scores were linked to tracking data. Results from the tracking model indicate that the preference scores are associated with and predictive of behavioral patterns within the exhibit.

We report the results of two replication studies using attribution theory to analyze personal and interpersonal motivation for collaborative projects. Undergraduate students responded to questionnaires containing hypothetical vignettes depicting success or failure outcomes due to ability or effort for dyads working on a group project. Dependent measures included emotions of shame, anger, pity, guilt, pride, and gratitude, as well as expectations for future success. Following the same procedures as the original study, we used doubly multivariate analyses to test 21 theoretical predictions from attribution theory for emotions and expectations for success. We replicated 17 of 21 results across all three studies and 20 of 21 results in the two replication studies. Results are discussed within the context of attribution theory.

Although studies have found a relation between the use of relational aggression and depressive symptomatology, there is less evidence for the relation of the role of gender identity in these processes. Consequently, this study investigated the roles of social and relational aggression and feminine gender role identity in depressive symptoms among late adolescent females. For this study, authors designed and tested a model through path analysis, which involved the variables of femininity, relational aggression, and social aggression. Six hundred and ninety-seven female college students completed the Beck Depression Inventory--Second Edition, the Young Adult Social Behavior Scale, and the Bem Sex Role Inventory. Results indicated that although femininity is unrelated to relational and social aggression, the use of social and relational aggression by more feminine late adolescent females relates to higher levels of depression in this sample. (Contains 1 figure and 2 tables.)

Mounting evidence suggests that being an old-for-grade student, as a result of grade retention or delayed school entry, is related to negative outcomes across various domains of functioning. No known study has examined the relations between old-for-grade status and specific childhood/adolescent bully and victim behaviors. The first purpose of this preliminary study was to determine whether old-for-grade students engage in significantly more relational bullying, verbal bullying, and physical bullying compared with age-appropriate-for-grade peers. The second purpose was to establish whether old-for-grade students are more likely to play passive or aggressive/provocative victim roles compared with age-appropriate-for-grade students. A total of 16 public and private school teachers completed a bullying behavior questionnaire regarding each of their students. The authors analyzed data from 276 students; of these, 67 were old-for-grade students and 209 were age-appropriate-for-grade students. Findings suggest that old-for-grade status is related to significantly more bullying behavior and victim behavior compared with age-appropriate-for-grade peers. In addition, the authors discuss the critical implications of these research findings. (Contains 3 tables.)

The purpose of this study was to explore both the short-term and long-term value of a summer literacy program on the literacy learning of at-risk seventh- and eighth-grade students. The students who participated in the study were all slotted for grade-level retention. The program brought them from an isolated and impoverished area to a university campus where they participated in intensive tutoring and small group instruction. Following the program, the researchers followed the students throughout the academic school year. Findings from the study indicated that the successes and failures of the students who participated in the program were situated in the context in which instruction occurred and the relationships they developed. (Contains 1 table.)

The Young Adult Social Behavior Scale was developed for the purpose of measuring self-reported relational and social aggression and behaviors of interpersonal maturity in adolescents and young adults (the sample included 629 university students; 66% female; 91.6% White). Despite previous research suggesting that relational and social aggression comprise a single paradigm, there is emerging evidence that indirect, social, and relational aggression are, in fact, separate constructs. In accordance with this more recent research, in this study, confirmatory factor analysis supports that the Young Adult Social Behavior Scale measures three internally consistent constructs: relationally aggressive behaviors, socially aggressive behaviors, and interpersonally mature behaviors. (Contains 5 tables and 1 figure.)

Attribution theory provides a framework for examining personal and interpersonal motivation for collaborative projects. Undergraduates were asked to read vignettes concerning student dyads engaged in collaborative projects. The vignettes systematically varied on outcome of the project, student self-ability, student self-effort, partner ability, and partner effort. Participants responded to Likert items measuring personal affect of shame, guilt, and pride; interpersonal affect of pity, anger, and gratitude; and expectations for performance on future projects. Ability and effort attributions were expected to lead to different emotional consequences and future expectations, because they differ on the dimensions of controllability and stability. Overall, student motivation was tied more closely to effort than ability. Specific results are discussed within the framework of attribution theory.

The authors provide a basic set of guidelines and recommendations for information that should be included in any manuscript that has confirmatory factor analysis or structural equation modeling as the primary statistical analysis technique. The authors provide an introduction to both techniques, along with sample analyses, recommendations for reporting, evaluation of articles in "The Journal of Educational Research" using these techniques, and concluding remarks. (Contains 6 figures, 5 tables, and 2 notes.)

Background: Stress and social support influence adolescents' coping strategies. Adolescents need to acquire a large repertoire of coping strategies in light of a rapidly changing socio-economic and political situation. Aim: This study reports on the coping strategies of Zimbabwean adolescents and highlights some major stressors they face. The interplay among stress, social support and the coping strategies of Zimbabwean adolescents are also reported. Sample: A sample of 101 Zimbabwean students (ages 17-19) participated in this study. Results: Zimbabwean adolescents experienced slight stress as measured by the Perceived Stress Scale. Major stressors included schoolwork, relationships, social life and financial hardship. Females reported a higher level of perceived stress than males. Zimbabwean adolescents reported having fewer social provisions than the norm group. Results from the Ways of Coping Scale indicated that Zimbabwean adolescents use emotion-focused strategies more frequently than problem-solving strategies. Conclusion: The implications of the study are that Zimbabwean adolescents may need to acquire a larger repertoire of coping skills adding to what they may already have. Problem-solving skills need to be employed in face of today's challenging situations.

In this paper, we explore Peirce's work for insights into a theory of learning and cognition for education. Our focus for this exploration is Peirce's paper The "Fixation of Belief" (FOB), originally published in 1877 in "Popular Science Monthly". We begin by examining Peirce's assertion that the study of logic is essential for understanding thought and reasoning. We explicate Peirce's view of the nature of reasoning itself--the characteristic guiding principles or "habits of mind" that underlie acts of inference, the dimensions of and interaction between doubt and belief, and his four methods of resolving or "fixing" belief (i.e., tenacity, authority, "a priori", and experimentation). The four methods are then juxtaposed against current models of teaching and learning such as constructivism, schema theory, situated cognition, and inquiry learning. Finally, we discuss Peirce's modes of inference as they relate educationally to the resolution of doubt and beliefs and offer an example of belief resolution from an experienced teacher in a professional development environment.

Background: No Arabic translation exists for the medication management patient satisfaction survey (MMPSS), a 10-item psychometrically valid patient satisfaction survey tool developed to assess patient satisfaction for comprehensive medication management. The objective of this study is to translate the medication management patient satisfaction survey into Lebanese Arabic while culturally adapting and assessing the psychometric properties of the translated survey in the outpatient setting. Methods: Guidelines for translation, adaptation, and validation of instruments for cross-cultural healthcare research were followed. The process included forward translation, expert panel review, back-translation, pretesting, and cognitive interviewing. Participants were approached after picking up their medications from the pharmacy at a primary care facility. The medication management patient satisfaction survey was administered verbally by two trained data collectors. Instrument psychometric analyses included testing both for reliability using Cronbach's alpha (a) and McDonald's omega (ω) and for construct validity using exploratory factor analysis (EFA). Pearson correlations between items were calculated. Results: During the translation process, the term "clinical pharmacist" was changed to "pharmacist today" for improved understanding. Four items were adapted through minor linguistic modifications. Data were collected from 143 patients. The mean age of participants was 72 years. Participants were mostly females (69%) and had an average of four comorbidities and eight daily medications. Findings from Cronbach's a and McDonald's ω indicated that the internal consistency among items from one to nine was very strong (α = 0.90; ω = 0.90). Exploratory factor analysis indicated that all items are strongly influenced by one factor, except for item six, "My clinical pharmacist is working as a team member with my other healthcare providers" which was the least influenced (loading = 0.44) with the highest uniqueness (0.81). The latent factor captured over 50% of the variance originally observed between variables. Items four and five "My clinical pharmacist helped me find easier ways to take my medicines" and "My clinical pharmacist helped me understand the best ways to take my medicines", had the strongest correlation (0.77), while the weakest correlation was seen between item six "My clinical pharmacist is working as a team member with my other healthcare providers" and other items. Conclusion: The Lebanese Arabic version of the medication management patient satisfaction survey was produced as a brief tool to serve as a valid and reliable instrument for measuring patient satisfaction with comprehensive medication management services. [ABSTRACT FROM AUTHOR]

The Attributional Style Questionnaire (ASQ; C. Peterson et al., 1982) has been the subject of some debate challenging its usefulness in research. This study examines the ASQ component structure for Central American immigrants to the United States. Research and cultural implications are discussed.

This study examined the relationship between extracurricular activities and academic achievement for girls with different ethnic backgrounds in eighth and tenth grade. Participants include 4382 American girls (78% Caucasian, 9% Latina, 7% African American and 6% Asian Pacific Islander). It was expected that in-school academic organized activities would be positively related to achievement, whereas out-of-school non-academic unorganized activities would be negatively related to achievement. As hypothesized, the aggregated data demonstrate that participation in academic related activities is beneficial. Also, in-school academic organized activities were positively and significantly related to achievement. Moreover, the hypothesis that out-of-school non-academic non-organized activities would be negatively and significantly related to achievement was only partially substantiated. Notable is that the prediction equations did not work equally well for girls with different ethnic backgrounds. It would be beneficial for future researchers to consider disaggregating data when possible and appropriate.