Based on the Actiotope Model of Giftedness, this article introduces a learning-resource-oriented approach for gifted education. It provides a comprehensive categorization of learning resources, ...including five exogenous learning resources termed educational capital and five endogenous learning resources termed learning capital. Evidence from the literature is presented that supports the validity of each of the categories. Finally, 12 implications of a learning resource orientation for gifted education are discussed in relation to four areas: gifted education orientations, gifted identification, gifted education principles, and gifted learning resources management. (Orig.).
Learning Resources in Gifted Education Chandler, Kimberley L.; Ziegler, Albert
Journal for the education of the gifted,
12/2017, Volume:
40, Issue:
4
Journal Article
Peer reviewed
Open access
In this empirical study, Paz-Baruch administered the Raven's Advanced Progressive Matrices and an achievement test in mathematics to 121 fifth-grade students. According to the author, the results ...confirm the important role of learning resources. A new approach includes the task of developing many new valid measurement instruments. ...the work by Phillipson, Phillipson, and Francis is extremely important.
Teaching and learning are part of a complex interaction between teachers and students. Educational leaders cannot improve the teaching and learning process without quality measurement of effective ...teaching. One way to capture this complex interaction is by using structured observations. However, the extant literature on classroom observation instruments in the field of gifted education is limited. For that reason, a systematic search was undertaken to identify the observation instruments for assessing instructional practices used with gifted and talented students. In this article, eight observation instruments were identified: (a) Rating Scale of Significant Behaviors in Teachers of the Gifted, (b) Kulieke’s adaptation of the Rating Scale of Significant Behaviors in Teachers of the Gifted, (c) Teaching Observation Form (TOF; also known as Purdue Observation Form), (d) Classroom Practices Record (CPR), (e) Classroom Practices Record–Form VA (CPR-Form VA), (f) Classroom Instructional Practices Scale (CIPS), (g) Classroom Observation Scales–Revised (COS-R), and (h) Differentiated Classroom Observation Scale (DCOS). The instruments are described in terms of developmental process, purpose, and any reliability and validity evidence reported. This systematic search has shown the need for a new observation instrument that is comprehensive and closely tied to professional standards.
Muscle dysmorphia is a form of body dysmorphic disorder in which individuals have a pathological preoccupation with their muscularity and, more specifically, an extreme fear that their bodies are too ...small. Relatively few empirical studies have been completed on muscle dysmorphia, and even fewer studies on the relationship between the drive for muscularity and muscle dysmorphia in men and women. The purpose of this research was to examine the relationship between the drive for muscularity and muscle dysmorphia in male (n = 55) and female (n = 59) recreational weight trainers. Results revealed that the behavior and diet subscales of the drive for muscularity significantly predicted muscle dysmorphia in males and females accounting for 69% and 46% of the total variance, respectively. Although the overall scores of muscle dysmorphia do not indicate clinical levels, these findings suggest that behaviors such as arranging one's schedule around his/her training regimen and dieting in order to gain muscle predict characteristics of muscle dysmorphia in men and women.
Recent exercise imagery findings suggest that past research in this field has been shortsighted and has severely curtailed progress in this important area. The authors provide a conceptual framework ...that focuses on how imagery may impact exercise behavior. This model expands our current knowledge of exercise imagery to suggest how it may function as an effective intervention to increase exercise behavior.
It is the purpose of this paper to describe some of the curricular innovations that have been developed, particularly those created at the Center for Gifted Education at the College of William and ...Mary in Virginia. Science curriculum for gifted students provides a foundation for them to become knowledge producers. It is important for the student to internalize scientific skills such as observation, experimentation, and measurement, as well as to adopt an attitudinal mindset that views the world through the lens of a scientist which can be used as a framework for research in all fields. The science curriculum materials discussed in this paper represent an important step forward for the field of gifted education in crafting systematic science interventions that provide multiple opportunities for learners to practice scientific habits of mind yet also serve the gifted learner effectively in the areas of concept development, content attainment, and scientific investigation skills. Much of the work that has been done in science in gifted education has focused on the development of curriculum materials. By utilizing specific teaching and learning models, along with advanced content, achievement gains relative to science content and processes have been realized for gifted students.
It is the purpose of this paper to describe some of the curricular innovations that have been developed, particularly those created at the Center for Gifted Education at the College of William and ...Mary in Virginia. Science curriculum for gifted students provides a foundation for them to become knowledge producers. It is important for the student to internalize scientific skills such as observation, experimentation, and measurement, as well as to adopt an attitudinal mindset that views the world through the lens of a scientist which can be used as a framework for research in all fields. The science curriculum materials discussed in this paper represent an important step forward for the field of gifted education in Grafting systematic science interventions that provide multiple opportunities for learners to practice scientific habits of mind yet also serve the gifted learner effectively in the areas of concept development, content attainment, and scientific investigation skills.
Researchers (Gammage, Hall, & Rodgers, 2000; Hausenblas, Hall, Rodgers, & Munroe, 1998) found that exercisers use imagery for three main reasons: energy, appearance, and technique. Energy imagery ...included mental images related to becoming more energized or relieving stress. The use of appearance imagery included images associated with a leaner, fitter, and healthier appearance. Technique imagery included imagery related to the execution of proper body positioning and form while exercising. Gammage et al. also found that, regardless of gender, frequency of exercise, or activity type, participants used appearance imagery the most, followed by technique, then energy imagery. Men, however, used technique imagery more than women, while women used appearance imagery more than men (Gammage et al., 2000). In addition, the frequency of exercise affects imagery use, with low-frequency exercisers (less than three hours per week or two or fewer times per week) reporting significantly less imagery use than high-frequency exercisers (eight or more hours a week or three or more times a week) on all three subscales (Gammage et al., 2000; Hausenblas et al., 1998). Finally, Gammage and colleagues found that the type of activity did make a difference in the use of imagery among the participants. Runners used significantly less appearance imagery than exercisers in other types of activities, and weightlifters used significantly more technique imagery than those who used the cardiovascular equipment. Based on Hall's (1995) proposal that imagery might be linked to exercise addiction, Rodgers, Hall, Blanchard, and Munroe-Chandler (2001) investigated the relationship between imagery and obligatory exercisers. The authors hypothesized that exercise dependence would be predicted by appearance motives, and thus appearance related imagery would be able to predict dependence on exercise. Participants engaging in a variety of activities such as aerobics, weight training, and running reported using appearance imagery the most and energy imagery the least. Furthermore, imagery accounted for 20% of the variance in exercise dependence, with energy and technique imagery exhibiting statistically significant and meaningful predictive relations. The findings supported the suggestion by Hall that imagery is an important predictor of exercise dependence. The findings from the hierarchical regression analysis partially supported the second hypothesis that energy imagery would be the biggest predictor of dependence on weightlifting, followed by technique imagery. While energy imagery again was the biggest predictor of exercise dependence of the three imagery variables (Hausenblas & Symons-Downs, 2002b; Rodgers et al., 2001), the current study found all three functions of imagery contributed significantly to the prediction of exercise dependence. Energy imagery has consistently been the largest predictor of exercise dependence in other types of activities (e.g., aerobics; see Hausenblas & Symons-Downs, 2002b; Rodgers, Hall, Blanchard, & Munroe, 2001), indicating that weightlifting dependence is not rooted solely in a desire to improve appearance. As noted by Hausenblas and Symons-Downs, this suggests that primary exercise dependence differs from secondary exercise dependence in its underlying motives; while secondary dependence stems from appearance motives (i.e., to control body composition), primary dependence stems from a need to perform the activity itself. This finding contradicts suggestions that weightlifting dependency is primarily a result of a need to achieve societal ideals of appearance, thereby improving body image and self-esteem (Hurst, Hale et al., 2000; Smith, Hale et al., 1998).
Abstract
The incidence of reported coccidioidomycosis in the past two decades has increased greatly; monitoring its changing epidemiology is essential for understanding its burden on patients and the ...healthcare system and for identifying opportunities for prevention and education. We provide an update on recent coccidioidomycosis trends and public health efforts nationally and in Arizona, California, and Washington State. In Arizona, enhanced surveillance shows that coccidioidomycosis continues to be associated with substantial morbidity. California reported its highest yearly number of cases ever in 2016 and has implemented interventions to reduce coccidioidomycosis in the prison population by excluding certain inmates from residing in prisons in high-risk areas. Coccidioidomycosis is emerging in Washington State, where phylogenetic analyses confirm the existence of a unique Coccidioides clade. Additional studies of the molecular epidemiology of Coccidioides will improve understanding its expanding endemic range. Ongoing public health collaborations and future research priorities are focused on characterizing geographic risk, particularly in the context of environmental change; identifying further risk reduction strategies for high-risk groups; and improving reporting of cases to public health agencies.
Inguinal hernia repair in preterm infants is common and is associated with considerable morbidity. Whether the inguinal hernia should be repaired prior to or after discharge from the neonatal ...intensive care unit is controversial.
To evaluate the safety of early vs late surgical repair for preterm infants with an inguinal hernia.
A multicenter randomized clinical trial including preterm infants with inguinal hernia diagnosed during initial hospitalization was conducted between September 2013 and April 2021 at 39 US hospitals. Follow-up was completed on January 3, 2023.
In the early repair strategy, infants underwent inguinal hernia repair before neonatal intensive care unit discharge. In the late repair strategy, hernia repair was planned after discharge from the neonatal intensive care unit and when the infants were older than 55 weeks' postmenstrual age.
The primary outcome was occurrence of any prespecified serious adverse event during the 10-month observation period (determined by a blinded adjudication committee). The secondary outcomes included the total number of days in the hospital during the 10-month observation period.
Among the 338 randomized infants (172 in the early repair group and 166 in the late repair group), 320 underwent operative repair (86% were male; 2% were Asian, 30% were Black, 16% were Hispanic, 59% were White, and race and ethnicity were unknown in 9% and 4%, respectively; the mean gestational age at birth was 26.6 weeks SD, 2.8 weeks; the mean postnatal age at enrollment was 12 weeks SD, 5 weeks). Among 308 infants (91%) with complete data (159 in the early repair group and 149 in the late repair group), 44 (28%) in the early repair group vs 27 (18%) in the late repair group had at least 1 serious adverse event (risk difference, -7.9% 95% credible interval, -16.9% to 0%; 97% bayesian posterior probability of benefit with late repair). The median number of days in the hospital during the 10-month observation period was 19.0 days (IQR, 9.8 to 35.0 days) in the early repair group vs 16.0 days (IQR, 7.0 to 38.0 days) in the late repair group (82% posterior probability of benefit with late repair). In the prespecified subgroup analyses, the probability that late repair reduced the number of infants with at least 1 serious adverse event was higher in infants with a gestational age younger than 28 weeks and in those with bronchopulmonary dysplasia (99% probability of benefit in each subgroup).
Among preterm infants with inguinal hernia, the late repair strategy resulted in fewer infants having at least 1 serious adverse event. These findings support delaying inguinal hernia repair until after initial discharge from the neonatal intensive care unit.
ClinicalTrials.gov Identifier: NCT01678638.
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