Visual-Spatial Ability: Important in STEM, Ignored in Gifted Education

Visual–spatial ability is a multifaceted component of intelligence that has predictive validity for future achievement in science, technology, engineering, and mathematics (STEM) occupations. Although identification and development of STEM talent is a national priority, visual–spatial ability is rarely measured and relatively neglected in gifted education. Quantitative and verbal reasoning abilities are favored over nonverbal abilities in talent searches and gifted programs, which causes some high-spatial, gifted students to be overlooked. Creative production in STEM requires visual–spatial ability, and this ability must be developed in gifted education. Theories of intelligence and testing have advanced to provide methods for identification of specific cognitive abilities, such as visual–spatial ability. However, for these students to be successful in gifted programs, gifted-education services must be modified to accommodate gifted spatial learners and develop spatial talents

The Effects of Environmental Prompts on Stair Usage

Experts have advocated exercise with little success, and have turned to encouraging physical activity by incorporating it into daily activities such as taking the stairs over elevators. Much literature exists suggesting that environmental prompts can encourage the use of stairs and literature has established that some messages may be more effective than others. This study aimed to assess the effects of selected signage prompts on stair usage. Methods: Stair and elevator use were monitored in three, two-story buildings. One building served as a control, while a fitness message was placed in another building, and the final building received a weight control message. Observations took place twice per week for the seven weeks of the study. Results: Predictors of stair usage included age (

Making Science Accessible to Students with Significant Cognitive Disabilities

The publication of A Framework for K-12 Science Education (National Research Council, 2012) and the Next Generation Science Standards (NGSS Lead States, 2013) have created a need for new alternate content standards and alternate assessments in science that are linked to the new general education science standards. This article describes how a consortium of four states used Evidence-Centered Design (Mislevy, Steinberg, & Almond, 2003) and Universal Design for Learning (CAST, 2012) to develop alternate science content standards and assessments. A set of 43 alternate science content standards was created and an alternate assessment at each of three grade spans. Evidence that supports appropriateness of the alternate standards for students with SCD and fidelity of representation of the Framework is presented. One cycle of testlet/item development was conducted. Results of a pilot test (251 items; 1,606 students) are presented. Evidence for validity and accessibility of the alternate assessment is presented. Major findings include that the assessment items met accessibility, bias and sensitivity, and content requirements, and that students were able to understand and respond to assessment items. Data from a pilot assessment provided evidence of the accessibility of the standards and assessments. The implications of this work for teaching science to students with SCD and preliminary efforts to develop supports for teachers are discussed

Do High Ability Students Disidentify With Science? A Descriptive Study of U. S. Ninth Graders in 2009

The present study describes science expectancy-value motivation classes within a nationally representative sample of students who were U.S. ninth graders in 2009. An expectancy-value model was the basis for science-specific profile indicators (self-efficacy, attainment value, utility value, interest-enjoyment value). Using exploratory latent class analysis, a four-class model was identified as the best model, based on model fit and interpretability. Although the low and typical profiles had uniform levels of indicators, the two high motivation profiles (high self-efficacy and high utility value) had mixed levels. The profile characterized by very high self-efficacy had lower values, while the profile characterized by high utility value had lower self-efficacy. The differences in math achievement between profiles were small. High-ability students disidentified with science; only 29% of high-ability students had high science expectancy-value profiles. The implications for science talent development are discussed

Effects of environmental prompts on stair usage

The objective of this study was to evaluate whether environmental prompts placed in two-story buildings on a university campus would increase stair usage. Three buildings were used. One served as a control, while the other two received an intervention. Participants of three buildings were observed taking the stairs and elevator for seven weeks. Baseline data was collected; signs were introduced, and then removed during this time period. Approximately 2700 observations were collected. Environmental prompts did not appear to increase stair usage. There were significant differences in the amount of stair users between buildings. The stair usage rates of this particular study were quite high compared to other studies. A ceiling effect may have contributed to the lack of significant change in stair usage. The built environment may also have been a contributor to the differences in stair usage rates between buildings.The objective of this study was to evaluate whether environmental prompts placed in two-story buildings on a university campus would increase stair usage. Three buildings were used. One served as a control, while the other two received an intervention. Participants of three buildings were observed taking the stairs and elevator for seven weeks. Baseline data was collected; signs were introduced, and then removed during this time period. Approximately 2700 observations were collected. Environmental prompts did not appear to increase stair usage. There were significant differences in the amount of stair users between buildings. The stair usage rates of this particular study were quite high compared to other studies. A ceiling effect may have contributed to the lack of significant change in stair usage. The built environment may also have been a contributor to the differences in stair usage rates between buildings

The school-based psychosocial curriculum model

Content-Based Curriculum for High-Ability Learners (3rd ed.) provides a solid introduction to core elements of curriculum development in gifted education and implications for school-based implementation. Written by experts in the field, this text uses cutting-edge design techniques and aligns core content with national and state standards. In addition to revised chapters, the third edition contains new chapters on topics including special populations of gifted learners, critical thinking, leadership, and university-level honors curriculum. The text identifies fundamental principles of curriculum that support advanced and high-potential learners: accelerated learning within the core content areas, use of higher order processes and products, and concept development. These emphases form threads across chapters in core content areas including language arts, mathematics, science, social studies, world languages, and the arts. Additional chapters explore structures to support implementation, including alignment with standards, assessment of learning, counseling, and promoting exemplary teacher practice through professional development.https://scholarworks.wm.edu/educationbookchapters/1016/thumbnail.jp

Social and emotional development of students with gifts and talents

Introduction to Gifted Education is the definitive textbook designed for courses that introduce teachers to gifted education, whether that is in graduate school or in certification or continuing development programs for teachers. The book is inclusive in nature, addressing varied approaches to each topic while relying on no single theory or construct. The book includes chapters that focus on critical topics such as gifted education standards, social-emotional needs, cognitive development, diverse learners, identification, programming options, creativity, professional development, and curriculum. The book provides a comprehensive look at each topic, including an overview of big ideas, its history, and a thorough discussion to help those new to the field gain a better understanding of gifted students and strategies to address their needs. A rich companion piece supports the text, providing practical strategies and activities for the instructor (designed for both online classes and face-to-face classes).https://scholarworks.wm.edu/educationbookchapters/1015/thumbnail.jp

Mind the Gap: Student Researchers Use Secondary Data to Explore Disparities in STEM Education

Large data sets offer opportunities for graduate students to become involved in meaningful research, but also comes with a unique set of challenges. This paper seeks to examine that relationship through utilizing the High School Longitudinal Study 2009 – representative of US ninth graders in 2009 (n = 21,444) – to examine a set of research questions about STEM interest and preparation amongst secondary students. Student researchers identified gaps in plans and outcomes with regards to race, gender, exceptionalities, and socioeconomic status. Findings indicated inequities that affect STEM outcomes. A significant interaction was found between students education expectations by gender on science self-efficacy [F(4,1264) = 2.797, p =.025]. This interaction was not observed for math self-efficacy. Females and underrepresented minorities were less likely to pursue computer science courses and computer science careers [Females: Χ2 (2, N = 20,594) = 111.500, p \u3c .0001; Minorities: Χ2 (2, N = 13,069) = 6.455, p = .040]. Students’ expectations for post-secondary education differed by IEP status and socioeconomic status [Χ2 (3, n =165,684) = 26.886, p = 0.001]. Finally, time spent in extracurricular activities impacted academic achievement and students in lower socioeconomic groups were less involved in extracurricular activities [Χ2 (4, n = 20,598) = 132.298, p \u3c .0001]

Protein signatures of centenarians and their offspring suggest centenarians age slower than other humans

Using samples from the New England Centenarian Study (NECS), we sought to characterize the serum proteome of 77 centenarians, 82 centenarians\u27 offspring, and 65 age-matched controls of the offspring (mean ages: 105, 80, and 79 years). We identified 1312 proteins that significantly differ between centenarians and their offspring and controls (FDR \u3c 1%), and two different protein signatures that predict longer survival in centenarians and in younger people. By comparing the centenarian signature with 2 independent proteomic studies of aging, we replicated the association of 484 proteins of aging and we identified two serum protein signatures that are specific of extreme old age. The data suggest that centenarians acquire similar aging signatures as seen in younger cohorts that have short survival periods, suggesting that they do not escape normal aging markers, but rather acquire them much later than usual. For example, centenarian signatures are significantly enriched for senescence-associated secretory phenotypes, consistent with those seen with younger aged individuals, and from this finding, we provide a new list of serum proteins that can be used to measure cellular senescence. Protein co-expression network analysis suggests that a small number of biological drivers may regulate aging and extreme longevity, and that changes in gene regulation may be important to reach extreme old age. This centenarian study thus provides additional signatures that can be used to measure aging and provides specific circulating biomarkers of healthy aging and longevity, suggesting potential mechanisms that could help prolong health and support longevity