A five year follow‐up study of the Nebraska project:<i>Still a long way to go...</i>

Han, Ki Soon; Marvin, Christine A.

doi:10.1080/02783190009554058

Cited by 10 publications

(5 citation statements)

References 35 publications

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“…Unfortunately, the educational provisions received by gifted students in rural areas generally appear to be slow-paced, unnecessarily repetitive, insufficiently challenging, and nonrelevant to their experiences, and therefore nonconducive to a sophisticated understanding of their subject area (Howley et al, 2005). Moreover, the few programs/provisions that are targeted to gifted students may suffer from a lack of longevity or permanence (Han & Marvin, 2000).…”

Section: Resultsmentioning

confidence: 99%

The State of Knowledge in Rural Gifted Education: A Systematic Literature Review

Jung

Townend

Hay³

et al. 2022

Journal of Advanced Academics

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To outline the current state of empirical knowledge in rural gifted education, a systematic review of the international empirical literature was conducted with peer-reviewed journal articles published from 2000 to 2020. Six inclusion/exclusion criteria guided the searches that were undertaken of the ERIC and PsycINFO databases, six peer-reviewed journals in gifted education, and three peer-reviewed journals in rural education, along with the reference lists of the journal articles identified from the database and journal searches. The 103 journal articles that were eventually identified as meeting search criteria were thereafter analyzed to document key details, including the countries/regions of origin, publication outlets, authorship, approaches to data collection and analyses, and the major findings. A discussion of the key issues and trends in the identified studies, along with areas for focus in future investigations, concludes the review.

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Section: Resultsmentioning

confidence: 99%

The State of Knowledge in Rural Gifted Education: A Systematic Literature Review

Jung

Townend

Hay³

et al. 2022

Journal of Advanced Academics

View full text Add to dashboard Cite

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“…A second concern has been shared by others (Han & Marvin, 2000;Maker, 1996). In regard to underrepresented gifted youth, the program had little impact on a systemic paradigm change state-wise.…”

Section: Programmingmentioning

confidence: 97%

Project stream:A 13‐year follow‐up of a pre‐college program for middle‐ and high‐school underrepresented gifted

Clasen

2006

Roeper Review

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To cite this article: Donna Rae Clasen (2006) Project stream: A 13-year follow-up of a pre-college program for middle-and high-school underrepresented gifted , Roeper Review, 29:1, 55-63 To link to this article: http://dx. JL for sThis current, longitudinal study addresses two critical issues related to underrepresented gifted: identification and programming. As a follow-up of minority and low-income students identified as gifted in middle school, the study provides insight into the potential predictive value of specific gifted attributes on later academic performance: high-school graduation, matriculation in an institution of higher learning, and completion of a college degree. Findings support the value of multiple forms of identification, specifically in problem-solving, teacher identification of leadership ability, and grade point average. The study also evaluates the impact on academic outcomes of a longterm, university/school pre-college partnership program for middle-and senior-high-school underrepresented gifted. Results show a significant relationship between the level of student involvement in program activities and successful achievement of academic outcomes.

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“…In particular, traditionally underserved children in small rural schools and from minority cultural groups were sought. The results of the Nebraska Project indicated that the NSNO yielded rich behavioral data as a culture-free tool for early identification of able/creative children in regular classrooms (Griffin, 1993;Griffin & McKenzie, 1993;Han & Marvin, 2000). A total of 240 children, from the total sample of 1,970 kindergarten through second-grade children, were identified as &dquo;able and creative&dquo; using the NSNO during the Nebraska Project.…”

Section: Nebraska Projectmentioning

confidence: 99%

Searching for an Alternate Way to Identify Young Creative Minds: A Classroom-Based Observation Approach

Han

Marvin

Walden

2003

Assessment for Effective Intervention

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Creative ability in young children has traditionally been assessed through the use of standardized tests of divergent thinking. This study investigated an alternate way of identifying creative ability. The concurrent validity of a more developmentally appropriate and authentic, behavior-based observation approach was examined on a sample of 45 kindergarten children from an urban elementary school. Significant, but relatively weak correlations were found between the Nebraska Starry Night Observation Protocol (NSNO) and the originality and elaboration scores of the concurrent measure, the Torrance Tests of Creative Thinking (TTCT). Implications of using the NSNO to identify young creative children are discussed.Creativity is a much desired and respected talent (Scmukler, 1988) and a vital component of giftedness (e.

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A five year follow‐up study of the Nebraska project:Still a long way to go...

Cited by 10 publications

References 35 publications

The State of Knowledge in Rural Gifted Education: A Systematic Literature Review

The State of Knowledge in Rural Gifted Education: A Systematic Literature Review

Project stream:A 13‐year follow‐up of a pre‐college program for middle‐ and high‐school underrepresented gifted

Searching for an Alternate Way to Identify Young Creative Minds: A Classroom-Based Observation Approach

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