The Effectivness Of The Jordanian Arabic Version Of The Cognitive Abilities Screening Test (cogat, Seven) In Identifying Gifted And Talented Children In Kindergarten And Elementray School

A great debate has been occurring in the field of gifted education regarding the validity of the identification procedures. Many scholars have called to change the current criteria that has been used to identify gifted students based on their intellectual abilities. The new trend in the field is calling to adopt comprehensive evaluation procedures that start with screening all students especially at an early age. This study aimed to examine the effectiveness of using a Jordanian Arabic version of the Cognitive Abilities Screening Test (CogAT) Form Seven in identifying gifted and talented children between the ages of five and eight years. This study has three main Procedures: a) the translation of the CogAT test, b) the quantitative producer, which includes the reliability and validity indictors’ extraction, and c) the qualitative producer, which includes the focus group interview to examine the effectiveness of using the Arabic version of CogAT in indentifying gifted students in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers\u27 nomination for gifted students. Moreover, six teachers were also randomly chosen to conduct a focus group interview. Those teachers participated in either reviewing the test, administering the test, or nominating gifted children. Teachers attended a focus group discussion, and they were asked to discuss four open-end questions. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split-half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = .434) between the Arabic version of CogAT Screening Test results and teachers\u27 nomination of gifted students. Finally, the focus group discussion results indicated strong agreement by teachers of the effectiveness of using the Arabic Jordanian version of CogAT Screening Test. Specifically, teachers expressed their satisfaction about the test items and guidelines. Moreover, they unanimously agreed that the test is appropriate to use in Jordan. Also, many positive comments and feedback were provided by teachers about the ability of this test in identifying young gifted children

Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education

Standardizing the Cognitive Abilities Screening Test (CogAt 7) for Identifying Gifted and Talented Children in Kindergarten and Elementary Schools in Jordan

This study aimed to standardize the Cognitive Abilities Screening Test (CogAT) Form Seven for identifying gifted and talented children ages five-eight years in Jordan. A sample of 280 students was randomly chosen from public and private elementary schools and kindergartens in the city of Amman, the capital city of Jordan, and used teachers' nomination for gifted students. The results indicated significant and high reliability correlations for the total score of the two-time administration (r = .927) and highly significant internal consistency reliability correlations where Alpha coefficients were .941 for the subtest scores and .962 for the total score and split-half reliability was .904 for the subtest scores and .927 for the total score. Furthermore, the content validity results demonstrated unanimous agreement among reviewers (6 experts and 10 teachers) about the translation match of the original test, suitability to Jordanian culture, and extracting and interpreting the results. One the other hand, the criterion validity results showed that there were no significant correlations (r = .434) between the Arabic version of CogAT Screening Test results and teachers' nomination of gifted students

Issues of Children with Disabilities as Reflected in the Jordanian Media from their Parents’ Perception: A SWOT Analysis

A SWOT study was conducted to analyze parents’ perspective on the degree to which Jordanian media covers issues of children with disabilities; the study sample consisted of 129 parents. The researchers constructed a scale consisting of 28 items; furthermore, validity and reliability coefficients of the scale were extracted. Results showed a moderate level of media coverage regarding issues of children with disabilities; social media was given the highest rating followed by visual and audio media, and lastly print media such as newspapers and magazines. However, the majority of media coverage addressed physical and health issues and communicative disorders. Finally, recommendations to improve practices were provided

Perfectionism and academic self-handicapped among gifted students: An explanatory model

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.Este estudio tuvo como objetivo examinar la relación entre el perfeccionismo y las estrategias de auto-discapacidad académica entre los estudiantes superdotados en Jordania. Este estudio utilizó un enfoque de método mixto para examinar la relación, así como otros factores asociados con el uso de tales estrategias. Se utilizaron las escalas Revised Almost Perfect Scale (APS-R) y la Academic Self-Handicapping Strategies Scale con 242 estudiantes en una escuela secundaria para estudiantes superdotados. Posteriormente, los investigadores llevaron a cabo cuatro grupos focales con 23 estudiantes para identificar los factores que pueden llevar a usar estrategias. Los resultados indicaron que los estudiantes con auto-discapacidad tenían 4.58 veces más probabilidades de ser perfeccionistas que los estudiantes sin ella. Los resultados también revelaron una combinación de factores ambientales, personales y culturales que contribuyeron al uso de estas estrategias por parte de los estudiantes. Este estudio ha propuesto un modelo explicativo para ilustrar la relación entre el perfeccionismo, la discapacidad académica y los factores que podrían estar relacionados. Finalmente, este estudio proporcionó una serie de implicaciones educativas que se pueden aplicar en el campo de la educación de superdotados

The effectiveness of universal design for learning: A systematic review of the literature and meta-analysis

AbstractUniversal Design for Learning (UDL) framework supports students’ diversity principles in inclusive education settings. This systematic review and meta-analysis examined the effectiveness of UDL principles in educational settings. The inclusion criteria of the systematic search include empirical peer-reviewed research (pre-and post-design) published between 2015 to 2021 in English and Arabic (N = 13). Findings of the systematic review revealed that the identified studies were conducted in six countries, either specific or generic domain-related; targeting K-12 or higher education levels, generally implemented all UDL principles, directed to teachers or students using professional development programmes or school interventions, and mainly used one group quantitative research design. The meta-analysis findings showed that the total effect sizes for the identified studies were 3.56; however, considerable heterogeneity was evident. The meta-analysis results specifically showed statistically significant effect sizes for one group studies, student participants, specific domain, and quantitative research design. Discussion and future directions are presented

Governing protracted displacement: an analysis across global, regional and domestic contexts

This working paper explores the governance of protracted displacement across global, regional and domestic levels in the context of the project “Transnational Figurations of Displacement” (TRAFIG). The multiple contemporary crises that have led to forced displacement show not only the limits of a tight definition of ‘refugee’, but also highlight the gaps in international protection frameworks. A significant number of those forcibly displaced are in protracted displacement situations. This paper is an effort to make sense of the legislative and policy frameworks of protection that apply globally, regionally and domestically, and the way in which these frameworks facilitate or hinder solutions for people in protracted displacement. We evaluate how these frameworks contribute (directly or indirectly) to resolving or creating protracted displacement, assess how they contribute to relevant policy developments and identify engagement trends and (unintended) effects. Along the way, we also draw comparative insights across different global, regional and domestic levels, including eight different countries that host large groups of displaced people and are the focus of the TRAFIG project: Greece, Germany and Italy in Europe; Ethiopia, the Democratic Republic of Congo (DRC) and Tanzania in Africa; and Jordan and Pakistan in Asia. We explore some selected gaps in the current systems of governance of displacement, while concentrating on three key perspectives: governing protection, exercising rights and accessing services, and mobility and transnational dimensions of displacement. We conclude with ten key messages regarding the shortcomings of the current governance system of displacement. They highlight the need for stronger stakeholder collaboration, integration of global and local policies, enhanced focus on IDPs, investment in progressive regional policies, redesign of EU policies to avoid promotion of protracted displacement, greater ownership of processes and resources, de-politicisation of displacement policies, alignment of durable solutions with development-oriented interventions, realisation of the development potential of refugee integration. They also focus on mobility and translocal connectivity as a fourth durable solution to protracted displacement