5,370
Views
1
CrossRef citations to date
0
Altmetric
Articles

Gender-fair assessment of young gifted students’ scientific thinking skills

, , , &
Pages 595-620 | Received 03 Jun 2017, Accepted 18 Jan 2018, Published online: 28 Feb 2018

References

  • AIP – American Institute of Physic. (2013). Women in Physics and Astronomy. Retrieved from http://www.aip.org/statistics/trends/gendertrends.html
  • Baker, D. (2002). Editorial: Where is gender and equity in science education? Journal of Research in Science Teaching, 39, 659–663. doi: 10.1002/tea.10044
  • Baker, D., & Leary, R. (2003). Letting girls speak out about science. Journal of Research in Science Teaching, 40, (Supplement) S176–S200 (Previously was published in 1995).
  • Baldwin, A. Y. (2005). Identification concerns and promises for gifted students of diverse populations. Theory Into Practice, 105–114. doi: 10.1207/s15430421tip4402_5
  • Banks, J. A., & Banks, C. (Eds.). (1995). Handbook of research on multicultural education. New York, NY: Macmillan.
  • Berry, R. M. (2004). Affirmative action in higher education: Costs, benefits, and implementation. Journal of Public Budgeting, Accounting & Financial Management, 16(2), 257–276. doi: 10.1108/JPBAFM-16-02-2004-B007
  • Binet, A., & Simon, T. (1916). The development of intelligence in children: The Binet–Simon scale. Publications of the Training School at Vineland New Jersey Department of Research No. 11. (E. S. Kite, Trans.).Baltimore, MD: Williams & Wilkins (Cited by Sternberg, 2010).
  • Brody, L. E. & Stanley, J. C. (2005). Youths who reason exceptionally well mathematically and/or verbally using the MVT: D4 model to develop their talents. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 20–37). Cambridge: Cambridge University Press.
  • Central Bureau of Statistics. (2011). Retrieved from http://www1.cbs.gov.il/shnaton65/st12_19x.pdf
  • Central Bureau of Statistics. (2013). Israel in Figures 2013. Retrieved from http://emetnews.org/documents/israel-in-figures-2013.pdf
  • Creswell, J. W. (2014). Research design qualitative, quantitative, and mixed methods approaches (4th ed., p. 304). Thousand Oaks, CA: SAGE Publications.
  • Dori, Y. J. (2003). From nationwide standardized testing to school-based alternative embedded assessment in Israel: Students’ performance in the “Matriculation 2000” Project. Journal of Research in Science Teaching, 40(1), 34–52. doi: 10.1002/tea.10059
  • Dori, Y. J., & Herscovitz, O. (1999). Question posing capability as an alternative evaluation method: Analysis of an environmental case study. Journal of Research in Science Teaching, 36(4), 411–430. doi: 10.1002/(SICI)1098-2736(199904)36:4<411::AID-TEA2>3.0.CO;2-E
  • Dori, Y. J., & Sasson, I. (2008). Chemical understanding and graphing skills in an honors case-based computerized chemistry laboratory environment: The value of bidirectional visual and textual representations. Journal of Research in Science Teaching, 45(2), 219–250. doi: 10.1002/tea.20197
  • Dori, Y. J., Zohar, A., Fischer-Shachor, D., Kohan-Mass, J., & Carmi, M. (2009). Report published by the Ministry of Education, Chief Scientist Office (200 pages in Hebrew), Jerusalem, Israel.
  • Eglash, R. (2010). Status of Israeli women improves little over decade Israel. Women's Network – IWN (2010). Retrieved from http://www.jpost.com/Israel/Article.aspx?id=170370
  • Fischer-Shachor, D., Carmi, M., & Dori, Y. J. (2010). Question posing and graphing skills of young gifted students: Gender and equal opportunities aspects. In G. Cakmakci & M. F. Taşar (Eds.), Contemporary science education research: Learning and assessment (pp. 409–414). Ankara: Pegem Akademi.
  • Ford, D. Y., Harris, J. I., Tyson, C. A., & Trotman, M. F. (2003). Beyond deficit thinking: Providing access for gifted African American students. Roeper Review, 24(2), 52–58. doi: 10.1080/02783190209554129
  • Frasier, M. M., Garcia, J. H., & Passow, A. H. (1995). A review of assessment issues in gifted education and their implications for identifying gifted minority students (RM95204). Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
  • Gagné, F. (2005). From gifts to talents. The DMGT as a developmental model. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 98–119). Cambridge: Cambridge University Press.
  • Gallagher, J. J. (2004). No child left behind and gifted education. Roeper Review, 26(3), 121–123. doi: 10.1080/02783190409554255
  • Gallagher, J. J. (2005). The role of race in gifted education. Roeper Review, 27(3), 135. doi: 10.1080/02783190509554305
  • Gallagher, A., Levin, J., & Cahalan, C. (2002). Cognitive patterns of gender differences on mathematics admissions tests. ETS Research Report Series, 2002(2), i-30.
  • Gardner, H. (1982). Art, mind, and brain: A cognitive approach to creativity. New York, NY: Basic Books.
  • Gardner, H. (1983) Frames of mind: The theory of multiple intelligences. New York, NY: Basic Books.
  • Harrison, D. A., Kravitz, D. A., Mayer, D. M., Leslie, L. M., & Lev-Arey, D. (2006). Understanding attitudes toward affirmative action programs in employment: Summary and meta-analysis of 35 years of research. Journal of Applied Psychology, 91(5), 1013–1036. doi: 10.1037/0021-9010.91.5.1013
  • Haussler, P., & Hoffmann, L. (2002). An intervention study to enhance girls’ interest, self-concept and achievement in physics classes. Journal of Research in Science Teaching, 39(9), 870–888. doi: 10.1002/tea.10048
  • Hazari, Z., Sonnert, G., Sadler, P. M., & Shanahan, M. C. (2010). Connecting high school physics experiences, outcome expectations, physics identity, and physics career choice: A gender study. Journal of Research in Science Teaching, 47(8), 978–1003.
  • Heffner, C. L. (2014). Variables, validity, and reliability. Chapter 7 in research methods. Retrieved from https://allpsych.com/researchmethods/variablesvalidityreliability/
  • Huang, G., & Du, J. (2002). Computer use at home and at school: Does it relate to academic performance? Journal of Women and Minorities in Science and Engineering, 8, 201–217. doi: 10.1615/JWomenMinorScienEng.v8.i2.60
  • Hughes, W. (2002). Gender attributions of science and academic attributes: An examination of undergraduate science, mathematics and technology majors. Journal of Women and Minorities in Science and Engineering, 8, 53–65. doi: 10.1615/JWomenMinorScienEng.v8.i1.40
  • Kahle, J. B. (2004). Editorial: Will girls be left behind? Gender differences and accountability. Journal of Research in Science Teaching, 41(10), 961–969. doi: 10.1002/tea.20051
  • Kornilov, S. A., Tan, M., Elliott, J. G., Sternberg, R.J., & Grigorenko, E.L. (2012). Gifted identification with Aurora: Widening the spotlight. Journal of Psychoeducational Assessment, 30(1), 117–133. doi: 10.1177/0734282911428199
  • Lavy, V., & Schlosser, A. (2011). Mechanisms and impacts of gender peer effects at school. American Economic Journal: Applied Economics, 3(2), 1–33.
  • Marland, S. P., Jr. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education (2 vols). Washington, DC: U.S. Government Printing Office.
  • McClain, M.-C., & Pfeiffer, S. (2012). Identification of gifted students in the United States today: A look at state definitions, policies, and practices. Journal of Applied School Psychology, 28(1), 59–88. doi: 10.1080/15377903.2012.643757
  • National Science Board. (2012). Science and engineering indicators 2012. Arlington, VA: National Science Foundation (NSB 12-01). Retrieved from http://www.nsf.gov/statistics/seind12/pdf/seind12.pdf
  • National Science Board. (2014). Science and engineering indicators 2014. Chapter 2: Higher Education. Arlington VA: National Science Foundation (NSB 14-01). Retrieved from http://www.nsf.gov/statistics/seind14/
  • National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academy of Sciences.
  • Neumeister, K. L. S., Adams, C. M., Pierce, R. L., Cassady, J. C., & Dixon F. A. (2007). Fourth-grade teachers’ perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted, 20(30), 479–499. doi: 10.4219/jeg-2007-503
  • Nevo, B., & Chawarski, M. C. (1997). Individual differences in practical intelligence. Intelligence, 25, 83–92. doi: 10.1016/S0160-2896(97)90046-5
  • Nisbett, R.E. (2009). Intelligence and how to get it: Why schools and cultures count. New York, NY: Norton.
  • O'Neil, J. (1992). Putting performance assessment to the test. Educational Leadership, 49(8), 14–19.
  • Parodi, C. T. (2003). Actions to achieve health equity for ethnic/racial groups regional workshop adoption and implementation of affirmative action policies for afro-descendants in Latin America and the Caribbean. Governance and Policy, Pan American Health Organization, Regional Office of the World Health Organization.
  • Pierce, R. L., Adams, C. M., Neumeister, K .L. S., Cassady, J. C., Dixon, F. A., & Cross, T. L. (2006). Development of an identification procedure for a large urban school corporation: Identifying culturally diverse and academically gifted elementary students. Roeper Review, 29(2), 113–118. doi: 10.1080/02783190709554394
  • Pine, J., Aschbacher, P., Roth, E., Jones, M., McPhee, C., Martin, C., … Foley, B. (2006). Fifth graders’ science inquiry abilities: A comparative study of students in hands-on and textbook curricula. Journal of Research in Science Teaching, 43(5), 467–484. doi: 10.1002/tea.20140
  • Public Law. (1964). Public Law 88-235 - Civil Rights Act of 1964.
  • Reis, S.M., & Housand, A. (2007). Characteristics of gifted and talented learners: Similarities and differences across domains. In F.A. Karnes & K.R. Stephens (Eds), Achieving excellence (pp. 62–81). New York, NY: Pearson, Merrill/Prentice Hall.
  • Reis, S. M, & Renzulli, J. S. (2009a). Myth 1: The gifted and talented constitute one single homogeneous group and giftedness is a way of being that stays in the person over time and experiences. Gifted Child Quarterly, 53(4), 233–235. doi: 10.1177/0016986209346824
  • Reis, S. M. & Renzulli, J. S. (2009b). Developing talents and gifted behaviors in children. In B. MacFarlane & T. Stambaugh (Eds.), Leading change in gifted education (pp. 107–118). Waco, TX: Prufrock Press.
  • Renzulli, J. S. (1978). What makes giftedness? Reexamining a definition. Phi Delta Kappan, 60(3), 180–184, 261.
  • Renzulli, J. S. (1999). What is this thing called giftedness, and how do we develop it? A twenty-five year perspective. Journal for the Education of the Gifted, 23(1), 3–54. doi: 10.1177/016235329902300102
  • Renzulli, J. S. (2005). Equity, excellence, and economy in a system for identifying students in gifted education programs: A guidebook (RM05208). The National Research Center on the Gifted and Talented, University of Connecticut. Retrieved from http://www.gifted.uconn.edu/nrcgt/renzulli2.html
  • Report to the President. (1995). Affirmative action: History and rationale. Clinton Administration's Affirmative Action Review. Retrieved from http://clinton2.nara.gov/WH/EOP/OP/html/aa/aa02.html
  • Rosemarin, S. (2001). The evaluation of a pullout program for gifted children in Israel. Gifted Education International, 15(3), 316–325. doi: 10.1177/026142940101500310
  • Sadler, P. M., Gerhard, S., Hazari, Z., & Tai, R. (2012). Stability and volatility of STEM career interest in high school: A gender study. Science Education, 96, 411–427. doi: 10.1002/sce.21007
  • Sander, R. H. (2004). A systemic analysis of affirmative action in American law schools. Stanford Law Review, 57, 367–483.
  • Schneeweis, N., & Zweimüller, M. (2012). Girls, girls, girls: Gender composition and female school choice. Economics of Education Review, 31, 482–500. doi: 10.1016/j.econedurev.2011.11.002
  • Seelke, C. R. (2008). Afro-Latinos in Latin America and considerations for U.S. policy (RL32713). Washington, DC: Congressional Research Service. Retrieved from http://digitalcommons.ilr.cornell.edu/key_workplace/486/
  • Seiler, G. (2013). New metaphors about culture: Implications for research in science teacher preparation. Journal of Research in Science Teaching, 50(1), 104–121. doi: 10.1002/tea.21067
  • Silverman, L. K. (1986). The IQ controversy – conceptions and misconceptions. Roeper Review, 8, 136–140. doi: 10.1080/02783198609552956
  • Solórzano, D. G., & Yosso, T. J. (2002). A critical race counter story of race, racism, and affirmative action. Equity & Excellence in Education, 35(2), 155–168. doi: 10.1080/713845284
  • Stemler, S. E., & Tsai, J. (2008). Best practices in inter-rater reliability: Three common approaches. In J. W. Osborne (Ed.), Best practices in quantitative methods (pp. 29–49). Los Angeles, CA: Sage.
  • Sternberg, R. J. (1984). What should intelligence tests test? Implications of a triarchic theory of intelligence for intelligence testing. Educational Researcher, 13, 5–15. doi: 10.3102/0013189X013001005
  • Sternberg, R. J. (2010). Assessment of gifted students for identification purposes: New techniques for a new millennium. Learning and Individual Differences, 20(4), 327–336. doi: 10.1016/j.lindif.2009.08.003
  • Stobart, G., Elwood, J., & Quinlan, M. (1992). Gender bias in examinations: How equal are the opportunities? British Educational Research Journal, 18(3), 261–276. doi: 10.1080/0141192920180304
  • Tal, T., & Medijensky, S. (2005). A model of alternative embedded assessment in a pullout enrichment program for the gifted. Gifted Education International, 20, 166–186. doi: 10.1177/026142940502000208
  • Tannenbaum, A. (1983). Gifted children: Psychological and educational perspectives. New York, NY: Macmillan Publishing Co., Inc.
  • Terman, L. M., & Oden, M. H. (1959) The gifted group at mid-life. Stanford, CA: Stanford University Press.
  • VanTassel-Baska, J. (2005). Domain-specific giftedness applications in school and life. In R. J. Sternberg & J. E. Davidson (Eds.), Conceptions of giftedness (2nd ed., pp. 358–376). Cambridge: Cambridge University Press.
  • Willingham, W. W., & Cole, N. S. (Eds). (1997). Gender and fair assessment. Mahwah, NJ: Lawrence Erlbaum Associates Publishers.
  • Willingham, W. W., & Cole, N. S. (Eds). (2013). Gender and fair assessment. New York, NY: Taylor & Francis Group.
  • Zohar, A., & Dori, Y. J. (2003). Higher order thinking skills and low achieving students - Are they mutually exclusive? The Journal of the Learning Sciences, 12(2), 145–182. doi: 10.1207/S15327809JLS1202_1
  • Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Journal of Research in Science Teaching, 39, 35–62. doi: 10.1002/tea.10008
  • Zorman, R., & David, H. (2000). There is another way girls and women: Achievements and challenges. Jerusalem: Achva Publications (in Hebrew).