Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents

Young, Adena; Worrell, Frank C.; Gabelko, Nina H.

doi:10.1177/1932202x11413886

Cited by 6 publications

(6 citation statements)

References 36 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As can been seen in Table 1, participants' mean GPA and mathematics grade in school were quite high, indicative of restriction of range and potential ceiling effects, as is typical when studying very selective groups (e.g., academically gifted students, doctoral students). Although other studies in the literature with similar distributions of achievement scores (e.g., Vandiver & Worrell, 2002;Worrell, 2007;Young, Worrell, & Gabelko, 2011) have demonstrated meaningful associations between achievement scores and other variables, the authors were mindful that the ceiling effects could potentially result in smaller associations. Thus, the JMAI correlations were interpreted relative to correlations in the extant literature and associations were assessed with four achievement variables in Study 1 and problem-solving accuracy in Study 2.…”

Section: Methodsmentioning

confidence: 99%

“…The MDT is a mathematics readiness test that assesses participants’ mastery of mathematics material that is required to succeed in the next level of mathematics (Mathematics Diagnostic Testing Project, 2006). MDT scores have been found to significantly predict students’ success in accelerated summer mathematics courses (Young et al, 2011). The MDT offers readiness tests for Algebra I, Geometry, Algebra II, Precalculus, and Calculus.…”

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Comparing Metacognition Assessments of Mathematics in Academically Talented Students

Young

Worrell

2018

Gifted Child Quarterly

Self Cite

View full text Add to dashboard Cite

Metacognition is a psychological construct that refers to people's knowledge and regulation of their thinking, learning, and problem-solving processes (Brown, 1987; Flavell, 1979). Over the past 35 years, there has been a growing recognition of the importance of metacognition in mathematics learning and performance (e.g., De Corte, Greer, & Verschaffel, 1996; Jacobse & Harskamp, 2012). Indeed, metacognition has been found to have significant effects on mathematics performance both at the elementary and secondary levels (Dignath & Buttner, 2008), and the National Research Council identified metacognition as one of three components central to learning and teaching (Bransford, Brown, & Cocking, 2000). Speaking to the continued importance of metacognition, researchers continue to examine metacognition with regard to mathematics performance (e.g., Jacobse & Harskamp, 2012) and gifted populations (e.g., Hannah & Shore, 2008; Snyder, Nietfeld, & Linnenbrink-Garcia, 2011). Instruments that provide reliable information from which valid inferences about students' metacognitive abilities can be drawn are essential for researchers who study the impact of metacognition on academic achievement and for educators who are responsible for developing and assessing students' metacognitive abilities. When examining the relationships between metacognition and mathematics performance, metacognition is measured in two different ways. In the psychology literature, researchers predominantly use quantitative scales such as self-report questionnaires to measure metacognition (

show abstract

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Comparing Metacognition Assessments of Mathematics in Academically Talented Students

Young

Worrell

2018

Gifted Child Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…Children from low-SES families are less likely to be identified as being gifted (Carman & Taylor, 2010;Konstantopoulos, Modi, & Hedges, 2001;McBee, 2010) and have fewer favorable outcomes in gifted programs (Young, Worrell, & Gabelko, 2011). Outcomes for impoverished children are not as positive as their middle-and high-SES counterparts.…”

Section: Demographic Variables and Above-level Test Scoresmentioning

confidence: 98%

Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

Warne

2013

Gifted Child Quarterly

View full text Add to dashboard Cite

One widely accepted assessment practice in the field of gifted education is above-level testing, which has been defined as "the procedure of administering a test to a gifted child who is younger or in a lower grade than the group for which the test was originally designed" (Warne, 2012, p. 183). Also called out-of-level testing, off-grade testing, and off-level testing, above-level testing is used to screen students for Talent Search participation (

show abstract

“…It should be noted that such results are not limited to the area of music achievement. Academic achievement also has shown to be a predictor of success in the following cognitive areas outside music: (a) performance in a master of business administration program (Kass & Grandzol, 2012;Sulaiman & Mohezar, 2006), (b) success in accelerated mathematics courses (Young, Worrell, & Gabelko, 2011), (c) completion of a nursing program (Rogers, 2009), (d) success in high school computer courses (Baloglu, Abbassi, & Cevik, 2009), (e) success in a doctor of pharmacy program (McCall, Allen, & Fike, 2006;Sansgiry, Bhosle, & Sail, 2006), (f) total SAT scores (Marchant & Paulson, 2005), (g) admission to medical school (Julian, 2005), and (h) success in college (Harackiewicz, Barron, Tauer, & Elliot, 2002;Watt, Huerta, & Alkan, 2011).…”

mentioning

confidence: 99%

A Proposed Model of Jazz Theory Knowledge Acquisition

Ciorba

Russell

2014

Journal of Research in Music Education

View full text Add to dashboard Cite

The purpose of this study was to test a hypothesized model that proposes a causal relationship between motivation and academic achievement on the acquisition of jazz theory knowledge. A reliability analysis of the latent variables ranged from .92 to .94. Confirmatory factor analyses of the motivation (standardized root mean square residual [SRMR] = .067) and jazz theory (SRMR = .063) measures indicated a good fit of the predicted model to the observed data. Results of the latent path model indicated good fit (χ 2 = 20.08, p = .692, df = 24, N = 102) and large, positive, and statistically significant direct effects of motivation (β = 0.65) and academic achievement (β = 0.56) on jazz theory knowledge acquisition. The successful identification of this proposed model lends enough support for continued investigation into the process surrounding the acquisition of jazz theory knowledge. Keywords jazz theory knowledge, motivation, academic achievement, path analysis, theoretical model Jazz improvisation is a unique art form that necessitates spontaneous performance within a specific musical structure. Experienced jazz improvisers draw information from a well-developed knowledge base of both theory and experience that evolves over a lifetime of practice (Kenny & Gellrich, 2002 292Journal of Research in Music Education 62(3) for improvisatory performance in both familiar and unfamiliar musical situations (e.g., harmonic function, compositional form, etc.). Iconic jazz musician Miles Davis stressed the importance of an education in jazz theory and held that a jazz musician with a solid knowledge of jazz theory could develop his or her improvisational abilities much further than a jazz musician who uses aural skills alone (Adams, 1988). In addition to anecdotal support, several research studies suggest that acquiring jazz theory knowledge can influence instrumental and vocal improvisation achievement significantly (Ciorba, 2009;Madura, 1992). Unfortunately, no paradigm exists that explains the process of jazz theory knowledge acquisition, which raises the question, how do we acquire jazz theory knowledge necessary for successful improvisation?Jazz musicians have traditionally learned through a process of trial and error (e.g., jam sessions and live performance). More recently, academia has kept the tradition alive through the development of jazz studies programs. Acquiring a requisite amount of jazz theory understanding within the confines of a specific degree program requires efficiency of instruction. The development of a theoretical model would help to identify the factors that influence the acquisition of jazz theory knowledge. The development of theoretical models has helped to understand complex processes in music, such as (a) extramusical influences (Bergee, 2006) (Russell, 2010). The identification of a theoretical paradigm illustrating the process of acquiring jazz theory knowledge can help students wishing to learn the art of jazz improvisation, while providing important information to music educators...

show abstract

Predictors of Success in Accelerated and Enrichment Summer Mathematics Courses for Academically Talented Adolescents

Cited by 6 publications

References 36 publications

Comparing Metacognition Assessments of Mathematics in Academically Talented Students

Comparing Metacognition Assessments of Mathematics in Academically Talented Students

Using Above-Level Testing to Track Growth in Academic Achievement in Gifted Students

A Proposed Model of Jazz Theory Knowledge Acquisition

Contact Info

Product

Resources

About