JournalTOCs

Journal of Advanced Academics
Number of Followers: 9

Hybrid journal (It can contain Open Access articles)
ISSN (Print) 1932-202X - ISSN (Online) 2162-9536
Published by Sage Publications

[1176 journals]

Navigating AP Research: Unveiling Applied Technology High School
Students’ Perspectives, Gains, and Challenges
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Omar Al Noursi
  Abstract: Journal of Advanced Academics, Ahead of Print.
  This study explores the sense of efficacy, perceptions of benefits, and concerns among high school students participating in an AP Research course during the 2021–2022 academic year. The investigation includes an evaluation of students’ satisfaction with course materials and delivery. Data, gathered through surveys and individual essays, underwent analysis to assess improvements in students’ research efficacy and overall satisfaction. The findings reveal that, despite encountering challenges, most students demonstrated notable improvement and expressed satisfaction with the course's pedagogical approach. Identified benefits include enhanced critical thinking, improved research skills, and increased confidence in conducting independent research projects. This study contributes to a comprehensive understanding of the effectiveness and impact of the AP Research program on student learning and engagement. To build on these insights, further research is recommended to explore best practices for optimizing student experiences and outcomes in AP Research.
  Citation: Journal of Advanced Academics
  PubDate: 2024-07-23T02:58:36Z
  DOI: 10.1177/1932202X241265967
The Editorial Word: Interact
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Angela Novak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  
  Citation: Journal of Advanced Academics
  PubDate: 2024-06-06T05:09:11Z
  DOI: 10.1177/1932202X241258992
The Editorial Word: Scope
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Angela Novak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  
  Citation: Journal of Advanced Academics
  PubDate: 2024-06-05T07:46:06Z
  DOI: 10.1177/1932202X241258995
Understanding English Language Arts Teachers’ Listening Orientations in
Middle School Gifted Classrooms
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Cindy M. Gilson, Micah N. Bruce-Davis, Erica J. Lamm
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Within gifted education, discourse-based instructional methods, such as Socratic Seminars, are identified as strategies to support the development of gifted and advanced readers’ critical thinking skills. While research on dialogic discourse has centered on key components such as discourse patterns and the types of questions teachers ask, the unique nature of teachers’ listening has a limited research base. In this qualitative study, we examined five teachers’ perceptions, focusing on one teacher as an illustrative case, of their listening during dialogic discourse-based lessons with gifted and advanced readers. Major themes included that (a) teachers’ listening is multifaceted and individualized, (b) teachers listen for certain reasons, (c) teachers’ expectations inform their and their students’ roles during discourse, and (d) teachers’ listening is related to their belief systems, and (e) there are barriers to effective listening. Implications for practice and research are discussed.
  Citation: Journal of Advanced Academics
  PubDate: 2024-06-05T07:10:17Z
  DOI: 10.1177/1932202X241259063
Enhancing the Professional Skills of Future Biologists Through Laboratory
Training
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Assem Digarbayeva, Anar Kaliyeva, Dariga Batayeva, Kulzhakhan Bakirova, Ela Aisha Koksal
  Abstract: Journal of Advanced Academics, Ahead of Print.
  The development of professional skills is essential for biology students to be successful in their future careers. However, current teaching approaches often fail to provide adequate training. The aim of this theory to practice study was to develop an effective methodology for improving the professional skills of biology students through laboratory work. Theoretical and diagnostic methods, mathematical statistics, empirical methods, and a questionnaire were used. The results showed a significant increase in competencies after the laboratory training intervention. Students demonstrated significant improvements in technical skills, critical thinking, teamwork, and communication. In conclusion, structured practical laboratory training shows promise for enhancing the professional capabilities of aspiring biologists. The practical value of this study is to develop work skills, independent decision-making ability, and professional skills, in line with the requirements of modern scientific community.
  Citation: Journal of Advanced Academics
  PubDate: 2024-05-28T05:55:10Z
  DOI: 10.1177/1932202X241253448
Law and Cartoons: The Use of New Interactive Approach in Educating at Law
Departments
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Denis Abezin, Aleksey Anisimov, Alexander Melikhov
  Abstract: Journal of Advanced Academics, Ahead of Print.
  The praxis article is devoted to the study of educational cartoon as an interactive method of teaching legal disciplines. The purpose of the article is to argue the usefulness of this methodology for the educational process (e.g., the development of critical thinking, increasing the activity of students when discussing educational tasks on the basis of cartoons, clarification of complex terms), to improve the image of the university (use of educational cartoons in universities during the week of the Faculty of Law), and explain how we assessed the effectiveness of this methodology through quantitative and qualitative methods. While it is a new approach in Russian Law schools, we draw attention to the universality of this methodology; as educational cartoons can be used in schools and across different university departments, and to the specificity of modeling of educational tasks in law, by providing specific examples of such educational tasks. We propose three variants of development of educational cartoons for the educational process at law faculties: placing an order for special production of educational cartoons; use of fragments of already existing cartoons; creation by the teacher of oral tasks on the motives of national fairy tales. The results of our research substantiate that the greatest effect of the proposed methodology can give only in the case of using for the preparation of educational cartoons national content, which is closest to the culture and mentality of students of a particular university.
  Citation: Journal of Advanced Academics
  PubDate: 2024-05-22T08:35:17Z
  DOI: 10.1177/1932202X241250247
Adaptive Learning to Maximize Gifted Education: Teacher Perceptions,
Practices, and Experiences
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Saltanat Mukhamadiyeva, Daniel Hernández-Torrano
  Abstract: Journal of Advanced Academics, Ahead of Print.
  This study explores teachers’ perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.
  Citation: Journal of Advanced Academics
  PubDate: 2024-05-16T07:22:02Z
  DOI: 10.1177/1932202X241253166
Differentiated Instruction for Gifted Teaching Behavior in Classrooms:
What Are the Levers of Change in the United Arab Emirates'
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Maxwell Peprah Opoku, Hala Elhoweris, Noora Anwahi, Negmeldin Alsheikh, Ashraf Mustafa, Wadima Al Dhaheri
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Differentiation is recommended as the best teaching strategy to nurture gifted and talented (GT) students. While numerous studies have explored teachers’ perceptions of differentiating instruction for GT students in Western countries, the body of literature on this phenomenon remains small in non-Western contexts. This study attempted to understand the differentiation of the curriculum for GT students among teachers in the United Arab Emirates (UAE). The Maker's model was used as a framework to guide development of the Gifted Teaching and Talent Development Scale (GTDS) and collect data from 239 teachers in the UAE. We assessed the structural validity of the GTDS using AMOS software to perform confirmatory factor analysis. Further, we used SPSS to compute multivariate analysis of variance, which revealed differences between background and latent variables (content, process, product, and environment). The findings support the use of multifaceted lenses to study gifted teaching behavior and its other implications.
  Citation: Journal of Advanced Academics
  PubDate: 2024-04-23T08:24:57Z
  DOI: 10.1177/1932202X241247593
Enriching Minds: The Gifted Education Landscape in the Syrian Arab
Republic
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Marwan Al-Raeei, Chadi Azmeh, Hala AlDakak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Promoting the education of talented and gifted students is a crucial aspect of establishing a strong society focused on scientific knowledge. This praxis article delves into the implementation of strategies in the Syrian Arab Republic to support and identify gifted students, focusing on initiatives such as the Syrian Scientific Olympiad, the National Centre for Distinguished Students, and Academic Programs for Distinguished Students. Data collection methods utilized in this study shed light on the outcomes of these initiatives and measures taken to promote gifted education in Syria. The analysis of this data provides insights into the impact of these programs on gifted students in crisis-stricken regions. The study emphasizes the significant role played by the Distinction and Creativity Agency in nurturing exceptional talents and fostering personal growth. Overall, the support provided to gifted students contributes to cognitive advancement, psychological well-being, and skill development, enhancing their overall well-being and paving the way for successful futures. The government's commitment to supporting gifted education in the Syrian Arab Republic reflects its dedication to promoting talent and creativity in the Arab region.
  Citation: Journal of Advanced Academics
  PubDate: 2024-04-02T06:58:04Z
  DOI: 10.1177/1932202X241244881
Call for Proposals: Special Issue on AI
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Angela M Novak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  
  Citation: Journal of Advanced Academics
  PubDate: 2024-04-02T06:57:10Z
  DOI: 10.1177/1932202X241237887
Unequal Access to the Mathematics Course Ladder for Rural Students in the
Southern States
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Jin Lee, Charlotte LaHaye
  Abstract: Journal of Advanced Academics, Ahead of Print.
  A lack of access to a sequence of introductory to top-level curricula in rural schools has widened the achievement disparity between rural and urban students and influenced the number of college degree holders in rural areas. Recently, surging diversity and differentiation in income levels across nonurbanized areas can serve as determinants of the development of academically rigorous course pipelines in rural schools. This study examines differentiation in spatial access to the curriculum ladder for rigorous mathematics in three southern U.S. states during the 2017–18 school year: Alabama, Arkansas, and Mississippi. Policy variations in these states yield different effects on the sequence of rigorous mathematics courses in rural high schools. Given that the mathematics course pipeline reinforces college access, access to academically challenging courses likely outweighs the rural disadvantages of college readiness in non-urban students and the persistence of inequality in public education.
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-27T08:16:15Z
  DOI: 10.1177/1932202X241241355
“I Need to Do Better”: The Promotion of Undergraduate Women's STEM
Identity by Engineering Faculty
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Elizabeth Peterson, Emily Kulakowski, Sylvia L. Mendez
  Abstract: Journal of Advanced Academics, Ahead of Print.
  The purpose of this intrinsic case study was to explore the conceptual knowledge of engineering faculty regarding STEM identity and how they promote undergraduate women's STEM identity in the classroom. Interviews with faculty were grounded in Collins’ contextual model of Black student STEM identity and were analyzed inductively and deductively. Three themes emerged: (1) faculty are aware of STEM identity but cannot define it; (2) faculty passively promotes STEM identity in the classroom; and (3) faculty actively promote STEM identity through research, service, and mentorship. These findings shed light on the general commitment of engineering faculty to broaden and diversify participation in their field as well as the need for a greater understanding of the role faculty can play in stimulating the STEM identity of undergraduate women in the classroom, efforts that may translate into more women earning baccalaureate degrees in engineering.
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-22T07:16:10Z
  DOI: 10.1177/1932202X241240593
35(2) The Editorial Word: Praxis
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Angela M. Novak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-18T01:17:11Z
  DOI: 10.1177/1932202X241237896
“Important Enough to Show the World”: Using Authentic Research
Opportunities and Micropublications to Build Students’ Science
Identities
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Lisa DaVia Rubenstein, Kelsey A. Woodruff, April M. Taylor, James B. Olesen, Philip J. Smaldino, Eric M. Rubenstein
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Primarily undergraduate institutions (PUI) often struggle to provide authentic research opportunities that culminate in peer-reviewed publications due to “recipe-driven” lab courses and the comprehensive body of work necessary for traditional scientific publication. However, the advent of short-form, single-figure “micropublications” has created novel opportunities for early-career scientists to make and publish authentic scientific contributions on a scale and in a timespan compatible with their training periods. The purpose of this qualitative case study is to explore the benefits accrued by eight undergraduate and master's students who participated in authentic, small-scale research projects and disseminated their work as coauthors of peer-reviewed micropublications at a PUI. In these interviews, students reported that through the process of conducting and publishing their research, they developed specific competencies: reading scientific literature, proposing experiments, and collecting/interpreting publication-worthy data. Further, they reported this process enabled them to identify as contributing members of the greater scientific community.
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-15T10:07:12Z
  DOI: 10.1177/1932202X241238496
The Impact of Academic Development Structures on Self-Perception: Honors
Versus Nonhonors University Students
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Beatrice M. Bean, Nicolette P. Rickert
  Abstract: Journal of Advanced Academics, Ahead of Print.
  The purpose of the current study was to determine if there were variations in the self-perceptions of honors and nonhonors collegiate students in areas of academic and nonacademic self-concept. This research was important as it provides emphasis on an understudied population and gathers a deeper understanding of intricacies related to self-concept by incorporating comprehensive investigative measures. A sample of 236 students from a single institution (72.6% female, 65.7% White, 20.8% honors, ages 18–51) took an online survey consisting of questions related to self-concept. By utilizing a series of two-tailed, independent samples t-tests we examined the differences between student self-perceptions of self-concept. Results indicated that honors students had statistically significantly higher academic self-concepts than nonhonors students. Both groups of students scored similarly across social self-concepts; however, nonhonors students had higher perceptions of their physical self-concepts. These findings will provide new insights into how honors enrollment impacts the formation of self-image.
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-12T03:21:45Z
  DOI: 10.1177/1932202X241237281
35(2) The Editorial Word: Thrive
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Angela M. Novak
  Abstract: Journal of Advanced Academics, Ahead of Print.
  
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-06T07:24:15Z
  DOI: 10.1177/1932202X241237901
Teachers’ Perceptions of Mathematical Discourse
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Stacy M. Hayden, Kelly Kearney, E. Jean Gubbins
  Abstract: Journal of Advanced Academics, Ahead of Print.
  This article analyzes teachers’ perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative, meaning that teaching it served as professional learning. During implementation, researchers conducted an observation of each treatment teacher and after implementation was complete teachers participated in a post interview about their experiences. Findings from this qualitative study indicate that after teaching the curriculum teachers understood the value of oral discourse and how to implement it in their classroom and could identify student benefits from participating in this type of curriculum. This study illuminates promising practices that may support teachers in implementing research-based best practices.
  Citation: Journal of Advanced Academics
  PubDate: 2024-03-06T06:27:53Z
  DOI: 10.1177/1932202X241236381
Middle Class African American Parents’ Aspirations for Rigor and Reading
Curriculum During the Pandemic Era in Detroit Schools
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: K. Dara Hill
  Abstract: Journal of Advanced Academics, Ahead of Print.
  This community-based research study examined the perspectives of African American parents of middle-class economic status who participated in a social network pertaining to school choice decisions during the pandemic era of virtual schooling. Their residency and school choices emerged against the grain of urban schools that have racially charged histories and decades of residential mobility trends. I examined parents’ aspirations for academic rigor and perspectives of literacy practices at select schools as well as public school district official perspectives of supporting the enrollment process and attracting families to the district. Parent interview and survey data revealed confidence in public, private, and charter school selections prior to enrolling, but uncertainty with the virtual literacy curriculum once enrolled in school. School district official interviews revealed enhanced awareness of parents’ concerns surrounding school choice and need to be proactive to the needs of middle-class families.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-23T12:53:40Z
  DOI: 10.1177/1932202X241233011
Critiquing Journal Articles in Writing Classrooms and Its Effect on
English Major Students’ Argumentative Writing Development
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Yahya Gordani, Mahnaz Ezhdehakosh
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Despite all the attempts to convince teachers and school authorities to support critical thinking (CT) skills in school settings, the application of CT skills has not reached a satisfactory point. Using a quasi-experimental design, the present study attempted to examine the effect of critiquing journal articles on English major students’ argumentative writing abilities. To develop CT skills among language learners and improve their argumentative writing abilities, the strategy of critiquing journal articles was applied to a semester of foreign language writing classroom instruction of the experimental group for the results to be compared later with the performance in a control group. This comparison was made through the analysis of covariance, which revealed that the experimental group performed significantly better than the control group in writing argumentatively. This, in turn, demonstrated that critiquing journal articles as a pedagogical strategy in classrooms could significantly affect English as a foreign language learners’ argumentative writing performance.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-23T12:43:07Z
  DOI: 10.1177/1932202X241233503
Interrupted Programming: The Impact of School Shutdown on Gifted Student
Identification and Services
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Debbie Dailey, Alicia Cotabish, Michelle Buchanan, Laura Marshall
  Abstract: Journal of Advanced Academics, Ahead of Print.
  This mixed-methods study investigated the pandemic's impact on gifted identification among Arkansas's demographic groups and gifted services. The provision of gifted services during the pandemic varied, leading to differences in instructional practices and technology access. Nomination and identification processes were disrupted, hindering the recognition of giftedness, especially among underrepresented populations, and this was reflected in the identification numbers. Participants indicated that the pandemic has led to decreased funding for gifted programs, reduced administrator support, less time for students to participate in gifted classes, and increased responsibilities for gifted teachers. These factors have left teachers feeling overwhelmed and resulted in decreased student engagement, more behavioral issues, and academic struggles. The diversion of resources and priorities away from gifted education further exacerbated the inequities in gifted programs.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-23T12:42:07Z
  DOI: 10.1177/1932202X241232724
Perceived Mental Health among Identified Talented and Nonidentified
Students from Indian Villages, Towns, and Cities During the COVID-19
Pandemic
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Anyesha Mishra, Anurag Dey, Paromita Roy
  Abstract: Journal of Advanced Academics, Ahead of Print.
  The present study investigates the perception of experience of depression, anxiety, and stress (DAS) among young adults (18–22 years of age) from different locales in India during the global COVID-19 pandemic. The sample included 1,020 participants (603 males and 417 females) with 470 identified talented students (ITS) and 550 nonidentified students (NiS) from Indian villages, towns, and cities. multivariate analysis of variance and ordinal logistic regression analysis were carried out to understand the differences between the various subcategories and the probability of having high negative emotional states among those groups. Results point toward varying levels of DAS depending on whether they were ITS or NiS, whether male or female, and whether they came from Indian villages, towns, or cities. Both similarities and dissimilarities with other studies were observed, and the results provide insights into the effect of the pandemic on the mental health of young adults in India. The importance of developing psychological support systems for all students is implicated in the findings of the study.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-20T06:33:42Z
  DOI: 10.1177/1932202X241233012
South Korean University Lecturers’ Opinions About Initial Teacher
Education in Gifted Education
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Heejin Woo, Therese M. Cumming, Susan C. O’Neill
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-08T07:18:36Z
  DOI: 10.1177/1932202X241230712
Tinkercad Circuits Platform-Based Learning Experiences of Gifted Students
in the Emergency Distance Education Process
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Cengiz Tuysuz, Nurettin Can Bodur, Ilker Ugulu
  Abstract: Journal of Advanced Academics, Ahead of Print.
  An issue arising in emergency distance education procedures, such as the response to the COVID-19 pandemic, is a lack of appropriate high-quality content and course activities for high ability students suitable for distance education. In this study, online CAD-based learning experiences structured with the Tinkercad Circuits Platform designed for gifted students were investigated based on the opinions of students regarding the distance education activity and the evaluations of the students’ scientific writing skills. This study used a single case holistic design with 10 gifted 6th-grade students at Usak Science and Art Center in Türkiye. All of the students stated that they had not previously encountered an activity such as the “smart air conditioning system”. The students also stated that although the activity was carried out in the form of distance education, it was positive and fun to be application-based, and that it was fun to research, discuss, design, and code with Tinkercad to look for a solution to the given problem. The evaluation of students’ products showed participants’ high level of proficiency in activities requiring advanced problem-solving skills, including planning the solution to the problem, creating an alternative plan for the solution, realizing, and evaluating the design.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-07T06:51:32Z
  DOI: 10.1177/1932202X241230589
A Qualitative Study on the Socialization and Transitions of Early College
High School Graduates in Texas
- Free pre-print version: Loading...
  Rate this result: What is this?
  
  Please help us test our new pre-print finding feature by giving the pre-print link a rating.
  A 5 star rating indicates the linked pre-print has the exact same content as the published article.
  
  Authors: Stephanie Cuellar, Taryn Ozuna Allen
  Abstract: Journal of Advanced Academics, Ahead of Print.
  Early College High Schools (ECs) are growing in popularity as an affordable avenue for students to obtain up to an associate's degree while in high school in Texas. Using Merton's (1966) Anticipatory Socialization Theory, this study investigated how ECs shaped 13 graduates’ social behaviors and norms while in high school, and then how they leveraged those behaviors in their transition to college. Results indicate that while ECs proved to be a supportive environment with nurturing teachers, these programs deemphasized social activities, leading to varying preparation of the social skills necessary for college fully. Recommendations for practice and future research are provided.
  Citation: Journal of Advanced Academics
  PubDate: 2024-02-02T06:52:38Z
  DOI: 10.1177/1932202X241229450

HOME > Browse the 73 Subjects covered by JournalTOCs
Subject	Total Journals