Who Gets Served in Gifted Education? Demographic Representation and a Call for Action

2019 ◽  
Vol 63 (4) ◽  
pp. 273-287 ◽  
Author(s):  
Scott J. Peters ◽  
Marcia Gentry ◽  
Gilman W. Whiting ◽  
Matthew T. McBee
Keyword(s):  
Students With Disabilities ◽  
Gifted Education ◽  
Limited English Proficiency ◽  
Gifted Program ◽  
Demographic Representation ◽  
The Media ◽  
Demographic Subgroups ◽  
Societal Inequality ◽  
Over Time ◽  
Disproportional Representation

The disproportional representation of students from various demographic subgroups within identified gifted and talented populations has long frustrated policy makers, education advocates, researchers practitioners within the field, and those concerned with societal inequality in general. Despite the prevalence of articles in the media reporting on disproportional representation, little research has been conducted to track whether (a) the representation of these student subgroups, particularly students with limited English proficiency or students with disabilities, has changed over time or (b) states with and without policies differ in proportional representation of students identified with gifts and talents. For example, increasingly, gifted education advocates have pushed for mandates that all students be screened for gifted program eligibility as a way to combat disproportionality, despite little evidence that such methods influence proportionality. Therefore, this study sought to understand whether and how state and national gifted program demographics have changed over time and how proportionality is correlated with state mandates for gifted education identification or services. A preprint of this paper as well as additional figures are available at: https://osf.io/325m9/ .

A Downward Spiral? A Panel Study of Misinformation and Media Trust in Chile

2021 ◽  
pp. 194016122110252
Author(s):  
Sebastián Valenzuela ◽  
Daniel Halpern ◽  
Felipe Araneda
Keyword(s):  
News Media ◽  
Panel Study ◽  
Future Research ◽  
Panel Survey ◽  
Downward Spiral ◽  
The Media ◽  
Media Trust ◽  
People’S Attitudes ◽  
Over Time

Despite widespread concern, research on the consequences of misinformation on people's attitudes is surprisingly scant. To fill in this gap, the current study examines the long-term relationship between misinformation and trust in the news media. Based on the reinforcing spirals model, we analyzed data from a three-wave panel survey collected in Chile between 2017 and 2019. We found a weak, over-time relationship between misinformation and media skepticism. Specifically, initial beliefs on factually dubious information were negatively correlated with subsequent levels of trust in the news media. Lower trust in the media, in turn, was related over time to higher levels of misinformation. However, we found no evidence of a reverse, parallel process where media trust shielded users against misinformation, further reinforcing trust in the news media. The lack of evidence of a downward spiral suggests that the corrosive effects of misinformation on attitudes toward the news media are less serious than originally suggested. We close with a discussion of directions for future research.

scholarly journals Twice-Exceptional Students: Review of Implications for Special and Inclusive Education

2021 ◽  
Vol 11 (2) ◽  
pp. 85
Author(s):  
Marcin Gierczyk ◽  
Garry Hornby
Keyword(s):  
Special Education ◽  
Students With Disabilities ◽  
Inclusive Education ◽  
Gifted Education ◽  
School Experiences ◽  
Exceptional Students ◽  
Twice Exceptional ◽  
Online Databases ◽  
Teachers Experiences ◽  
Education Interventions

The purpose of this article is to review recent literature on twice-exceptional students and consider implications for their education in the context of the trend towards increased inclusive education for students with disabilities. The review focused on teachers’ experiences and perceptions and the school experiences of twice-exceptional students. Fifteen articles were reviewed, published between 2000 and 2020, selected according to a systematic protocol from two widely used online databases. Findings indicated that the implications that need to be considered were the importance of teacher preparation, the need for a continuum of special education interventions, the need for collaboration with parents and specialists, and teachers needing to focus on developing strengths as much as remediating difficulties. It was concluded that twice-exceptional students can be taught effectively in inclusive education settings as long as they are able to access appropriate strategies and programs from the fields of special education and gifted education.

Global epidemiology of SARS-CoV-2 infection: a systematic review and meta-analysis of standardized population-based seroprevalence studies, Jan 2020-Oct 2021

2021 ◽  
Author(s):  
Isabel Bergeri ◽  
Mairead Whelan ◽  
Harriet Ware ◽  
Lorenzo Subissi ◽  
Anthony Nardone ◽  
...  
Keyword(s):  
Systematic Review ◽  
Meta Analysis ◽  
Grey Literature ◽  
Population Based ◽  
Control Measures ◽  
Middle Income ◽  
Global Epidemiology ◽  
Using Data ◽  
Demographic Subgroups ◽  
Over Time

Background COVID-19 case data underestimates infection and immunity, especially in low- and middle-income countries (LMICs). We meta-analyzed standardized SARS-CoV-2 seroprevalence studies to estimate global seroprevalence. Objectives/Methods We conducted a systematic review and meta-analysis, searching MEDLINE, Embase, Web of Science, preprints, and grey literature for SARS-CoV-2 seroprevalence studies aligned with the WHO UNITY protocol published between 2020-01-01 and 2021-10-29. Eligible studies were extracted and critically appraised in duplicate. We meta-analyzed seroprevalence by country and month, pooling to estimate regional and global seroprevalence over time; compared seroprevalence from infection to confirmed cases to estimate under-ascertainment; meta-analyzed differences in seroprevalence between demographic subgroups; and identified national factors associated with seroprevalence using meta-regression. PROSPERO: CRD42020183634. Results We identified 396 full texts reporting 736 distinct seroprevalence studies (41% LMIC), including 355 low/moderate risk of bias studies with national/sub-national scope in further analysis. By April 2021, global SARS-CoV-2 seroprevalence was 26.1%, 95% CI [24.6-27.6%]. Seroprevalence rose steeply in the first half of 2021 due to infection in some regions (e.g., 18.2% to 45.9% in Africa) and vaccination and infection in others (e.g., 11.3% to 57.4% in the Americas high-income countries), but remained low in others (e.g., 0.3% to 1.6% in the Western Pacific). In 2021 Q1, median seroprevalence to case ratios were 1.9:1 in HICs and 61.9:1 in LMICs. Children 0-9 years and adults 60+ were at lower risk of seropositivity than adults 20-29. In a multivariate model using data pre-vaccination, more stringent public health and social measures were associated with lower seroprevalence. Conclusions Global seroprevalence has risen considerably over time and with regional variation, however much of the global population remains susceptible to SARS-CoV-2 infection. True infections far exceed reported COVID-19 cases. Standardized seroprevalence studies are essential to inform COVID-19 control measures, particularly in resource-limited regions.

Disparities Across Time: Exploring Absenteeism Patterns between Cohorts of Students with Disabilities

2020 ◽  
Vol 122 (11) ◽  
pp. 1-32
Author(s):  
Michael A. Gottfried ◽  
Vi-Nhuan Le ◽  
J. Jacob Kirksey
Keyword(s):  
Students With Disabilities ◽  
Social Needs ◽  
Data Sets ◽  
Chronic Absenteeism ◽  
Data Set ◽  
Full Day Kindergarten ◽  
Effective Interventions ◽  
Nationally Representative ◽  
Single Data ◽  
Over Time

Background It is of grave concern that kindergartners are missing more school than students in any other year of elementary school; therefore, documenting which students are absent and for how long is of upmost importance. Yet, doing so for students with disabilities (SWDs) has received little attention. This study addresses this gap by examining two cohorts of SWDs, separated by more than a decade, to document changes in attendance patterns. Research Questions First, for SWDs, has the number of school days missed or chronic absenteeism rates changed over time? Second, how are changes in the number of school days missed and chronic absenteeism rates related to changes in academic emphasis, presence of teacher aides, SWD-specific teacher training, and preschool participation? Subjects This study uses data from the Early Childhood Longitudinal Study (ECLS), a nationally representative data set of children in kindergarten. We rely on both ECLS data sets— the kindergarten classes of 1998–1999 and 2010–2011. Measures were identical in both data sets, making it feasible to compare children across the two cohorts. Given identical measures, we combined the data sets into a single data set with an indicator for being in the older cohort. Research Design This study examined two sets of outcomes: The first was number of days absent, and the second was likelihood of being chronically absent. These outcomes were regressed on a measure for being in the older cohort (our key measure for changes over time) and numerous control variables. The error term was clustered by classroom. Findings We found that SWDs are absent more often now than they were a decade earlier, and this growth in absenteeism was larger than what students without disabilities experienced. Absenteeism among SWDs was higher for those enrolled in full-day kindergarten, although having attended center-based care mitigates this disparity over time. Implications are discussed. Conclusions Our study calls for additional attention and supports to combat the increasing rates of absenteeism for SWDs over time. Understanding contextual shifts and trends in rates of absenteeism for SWDs in kindergarten is pertinent to crafting effective interventions and research geared toward supporting the academic and social needs of these students.

scholarly journals The Linguistic Features of Acronyms in Arabic

SAGE Open ◽  
2017 ◽  
Vol 7 (4) ◽  
pp. 215824401774671
Author(s):  
Abdel Rahman Mitib Altakhaineh
Keyword(s):  
Formation Process ◽  
Relevance Theory ◽  
Contextual Effects ◽  
Word Formation ◽  
Linguistic Features ◽  
Radio Stations ◽  
Depth Analysis ◽  
The Media ◽  
Processing Effort ◽  
Over Time

This study investigates the phonological, semantic, and pragmatic features of acronyms in Arabic. Acronyms in Arabic have appeared quite recently as a result of globalization and exposure to or contact with, mainly, English via radio stations and TV channels, which are broadcasting in English and in some countries, for example, Morocco in both English and French. Through in-depth analysis, it has been observed that acronyms in Arabic are subject to different restrictions: (a) The phonological combinations are formed on the basis of Arabic templates; hence, should be compatible with Arabic phonotactics, for example, consonant clusters should be broken up by vowels; (b) the connotation of the acronyms should not be negative; and (c) in conformity with relevance theory, when the acronyms are homophonous to existing words, the former maximize contextual effects with minimum processing effort. The fact that they appear in certain contexts also reduces the processing effort. It has also become evident that the period between the establishment of the movement or party and the first use of the acronym decreases over time, provided that the acronyms are frequently mentioned in the media. The examination of acronyms in different languages shows that acronymization is quite pervasive cross-linguistically; this may suggest that not any word-formation process can easily spread; it needs to be prevalent and potentially universal.

scholarly journals Social Representations of the Environment in Press Media

2015 ◽  
Vol 25 (61) ◽  
pp. 261-269 ◽  
Author(s):  
Gislei Mocelin Polli ◽  
Brigido Vizeu Camargo
Keyword(s):  
Paradigm Shift ◽  
Social Representations ◽  
Representational Content ◽  
Environmental Issues ◽  
Paradigm Shifts ◽  
Qualitative Survey ◽  
The Press ◽  
Global Impacts ◽  
The Media ◽  
Over Time

Environmental issues are given prominence in the media and scientific circles. From the 60’s until early 2010 there were changes in the way people related to the environment, with a paradigm shift occurring regarding the environment. This study sought to identify the representational content disseminated by the press media on the environment in different periods. A qualitative survey was therefore conducted of documents, and data were obtained through texts published in a magazine with national circulation. The data were analyzed using the ALCESTE program with a Lexicographic Analysis. It was identified that the press media reflects the paradigm shifts, and publications dating from the late 60’s are compatible with the old paradigm, evolving over time, and are now compatible with the new environmental paradigm. The results indicate that currently the environment needs care in all its aspects and lack of care creates global impacts.

scholarly journals Newspaper attention and policy activities in Spain

2013 ◽  
Vol 33 (1) ◽  
pp. 65-88 ◽  
Author(s):  
Laura Chaqués Bonafont ◽  
Frank R. Baumgartner
Keyword(s):  
Policy Process ◽  
Front Page ◽  
Political Leaders ◽  
Daily Newspapers ◽  
Media Attention ◽  
Comprehensive Database ◽  
Media System ◽  
The Media ◽  
Over Time

AbstractSpain's newspapers are characterised by strong partisan identities. We demonstrate that the two leading newspapers nonetheless show powerful similarities in the topics of their coverage over time. The media system is strongly related to the policy process and it shows similar levels of skew (attention focuses on just a few topics) and friction (attention lurches rapidly from topic to topic) as others have shown for policy processes more generally. Further, media attention is significantly related to parliamentary activities. Oral questions in parliament track closely with media attention over time. Our assessment is based on a comprehensive database of all front-page stories (over 95,000 stories) in El País and El Mundo, Spain's largest daily newspapers, and all 7,446 oral questions from 1996 to 2009. The paper shows that explanations of friction and skew in governmental activities should incorporate media dynamics as well. Political leaders are clearly sensitive to media salience.

Gamifying the Media Classroom

2017 ◽  
Vol 7 (4) ◽  
pp. 22-49
Author(s):  
Katie Seaborn ◽  
Deborah I. Fels ◽  
Rob Bajko ◽  
Jaigris Hodson
Keyword(s):  
Social Media ◽  
Student Engagement ◽  
Conceptual Framework ◽  
Student Perspective ◽  
Educational Settings ◽  
The Media ◽  
Game Elements ◽  
The Impact ◽  
Over Time

Gamification, or the use of game elements in non-game contexts, has become a popular and increasingly accepted method of engaging learners in educational settings. However, there have been few comparisons of different kinds of courses and students, particularly in terms of discipline and content. Additionally, little work has reported on course instructor/designer perspectives. Finally, few studies on gamification have used a conceptual framework to assess the impact on student engagement. This paper reports on findings from evaluating two gamified multimedia and social media undergraduate courses over the course of one semester. Findings from applying a multidimensional framework suggest that the gamification approach taken was moderately effective for students overall, with some elements being more engaging than others in general and for each course over time." Post-term questionnaires posed to the instructors/course designers revealed congruence with the student perspective and several challenges pre- and post-implementation, despite the use of established rules for gamifying curricula.

scholarly journals When election expectations fail: Polarized perceptions of election legitimacy increase with accumulating evidence of election outcomes and with polarized media

PLoS ONE ◽  
2021 ◽  
Vol 16 (12) ◽  
pp. e0259473
Author(s):  
Marrissa D. Grant ◽  
Alexandra Flores ◽  
Eric J. Pedersen ◽  
David K. Sherman ◽  
Leaf Van Boven
Keyword(s):  
Cognitive Dissonance ◽  
Positive Emotions ◽  
Negative Emotions ◽  
The United States ◽  
Fox News ◽  
The Media ◽  
Democrats And Republicans ◽  
Dissonance Theory ◽  
Over Time

The present study, conducted immediately after the 2020 presidential election in the United States, examined whether Democrats’ and Republicans’ polarized assessments of election legitimacy increased over time. In a naturalistic survey experiment, people (N = 1,236) were randomly surveyed either during the week following Election Day, with votes cast but the outcome unknown, or during the following week, after President Joseph Biden was widely declared the winner. The design unconfounded the election outcome announcement from the vote itself, allowing more precise testing of predictions derived from cognitive dissonance theory. As predicted, perceived election legitimacy increased among Democrats, from the first to the second week following Election Day, as their expected Biden win was confirmed, whereas perceived election legitimacy decreased among Republicans as their expected President Trump win was disconfirmed. From the first to the second week following Election Day, Republicans reported stronger negative emotions and weaker positive emotions while Democrats reported stronger positive emotions and weaker negative emotions. The polarized perceptions of election legitimacy were correlated with the tendencies to trust and consume polarized media. Consumption of Fox News was associated with lowered perceptions of election legitimacy over time whereas consumption of other outlets was associated with higher perceptions of election legitimacy over time. Discussion centers on the role of the media in the experience of cognitive dissonance and the implications of polarized perceptions of election legitimacy for psychology, political science, and the future of democratic society.

scholarly journals Twenty-five years of cyber threats in the news: a study of Swedish newspaper coverage (1995–2019)

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Max Boholm
Keyword(s):  
Informal Learning ◽  
Media Representations ◽  
Newspaper Coverage ◽  
Threat Perception ◽  
Government Agencies ◽  
Unauthorized Access ◽  
News Reports ◽  
Cyber Threats ◽  
The Media ◽  
Over Time

Abstract This paper explores how cyber threats are represented in Swedish newspapers. The sample comprises 1269 articles from three newspapers (Aftonbladet, Göteborgs-Posten, and Svenska Dagbladet) covering 25 years (1995–2019). The study provides a text-near and detailed analysis of the threats covered. The study analyzes these threats along several dimensions: their modality (e.g. unauthorized access or manipulation); to what extent ambiguous themes (e.g. attack, crime, and warfare) are specified in context; how cyber-threat coverage has changed over time; and the event orientation of the coverage, i.e. whether articles address topical events and, if so, which ones. There are five main findings. First, the Swedish newspaper cybersecurity discourse covers multiple threats; in total, 34 themes (present in at least 4% of articles) have been identified. Second, the representation of cyber threats varies in specificity. While generic themes such as attack and warfare are mostly specified in terms of their modality, they sometimes are not, leaving the representation vague. Third, this study, given its general approach, provides insights into media representations of particular cyber threats. For example, this study finds the meaning of “hacking” in the media to be more diversified and nuanced than previously assumed (e.g. as simply meaning “computer break-in”). Fourth, newspaper coverage of cyber threats has changed over time, in both quantity (i.e. the amount of coverage has increased) and quality, as three general trends have been observed: the state-ification and militarization of threats (i.e. increased attention to, e.g. nations and warfare as threats), the organization-ification of threats (i.e. increased attention to, e.g. government agencies and companies as threats), and the diversification and hyping of threats (i.e. cumulatively more threats are added to the cybersecurity discourse, although attention to particular threats is sometimes restricted in time). Finally, parallel to coverage of particular topical events (e.g. the “I love you” virus), newspaper representations of cyber threats largely exemplify “amplification without the event,” i.e. threats are covered without linking them to topical events, as is otherwise typical of news reports. The findings in relation to previous studies of cybersecurity discourse and the implications for informal learning and threat perception are discussed.

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