The content of this report is based on the NCRGE's research on the identification of gifted Engli... more The content of this report is based on the NCRGE's research on the identification of gifted English learners (ELs) and the views expressed herein do not necessarily represent the positions or policies of the Department. No official endorsement by the Department of any identification procedures, practices, and instruments mentioned in this report is intended or should be inferred. Nor does a description of state, district, or school practices in this report mean that these practices comply with federal laws, regulations, and other applicable requirements, or that the Department approved these practices.
Gifted education programs are diverse with respect to their structure and foci. This diversity is... more Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 2,293). Differences were observed in the implementation mechanics of reading/English language arts and mathematics curriculum. Interrelationships between program structures emerged (e.g., existence of separate gifted math curriculum and pull-out instruction, ( = .16). Schools reported a focus on 21st century skills and enrichment techniques while neglecting acceleration strategies and cultural responsiveness. Lastly, we observed a number of statistically significant relationships between program structures and the foci used in gifted programs. These relationships may reflect underlying beliefs in the field. Introduction Gifted education programs in elementary schools take a variety of forms. They cut across many dimensions including: the identification process, ...
The creativity and personality link has been studied for over half a century. Conceptions of pers... more The creativity and personality link has been studied for over half a century. Conceptions of personality applied in that work have evolved to the current, primary use of Big Five personality models. Research-based and theoretical relationships between the McCrae and Costa Big Five factors (openness, conscientiousness, extraversion, agreeableness, neuroticism) and creativity are described. Facet and aspects within the factors are highlighted in detail. Issues of domain and context-specificity are raised. The importance of considering creativity measurements and conceptions is framed in the context of personality and creativity studies.
This project contains the materials, data, and R code for our psychometric evaluation of the 28-i... more This project contains the materials, data, and R code for our psychometric evaluation of the 28-item Creative Behavior Inventory.
Definitions of rurality in education research are inconsistent, making generalization across stud... more Definitions of rurality in education research are inconsistent, making generalization across studies difficult at best. We review published research in rural education between 2005 and 2015 ( n = 17) and characterize the way each defined rural. A common technique for classifying rural schools is the National Center for Educational Statistics (NCES) locale code. We argue that the NCES locale codes fall short of most conceptual understandings of rural. We recommend a school size filter to address the mismatch between the NCES codes and conceptual understandings of rurality. We compare non-rural districts with rural districts using NCES codes for grouping with and without the school size filter. Observed effects vary depending on whether the school size filter was used. We argue that the school size filter along with NCES codes better captures the concept of rural education and could improve research design and generalization across studies involving rural schools.
Creativity is a complex construct that is conceptualized and measured in multiple ways. This stud... more Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R2 = .348) than that which was externally-rated (R2 = .149). Personality predicted creativity beyond demographic and intellect variables, but the effects varied based on the creativity measure. Openness was most consistently and strongly related to creativity. Other personality factors demonstrated suppression effects in multiple models. Overall, the results suggest that despite relatively small...
The original 90-item Creative Behavior Inventory (CBI) was a landmark self-report scale in creati... more The original 90-item Creative Behavior Inventory (CBI) was a landmark self-report scale in creativity research, and the 28-item brief form developed nearly 20 years ago continues to be a popular measure of everyday creativity. Relatively little is known, however, about the psychometric properties of this widely used scale. In the current research, we conduct a detailed psychometric investigation into the 28-item CBI by applying methods from item response theory using a sample of 2,082 adults. Our investigation revealed several strengths of the current scale: excellent reliability, suitable dimensionality, appropriate item difficulty, and reasonably good item discrimination. Several areas for improvement were highlighted as well: (1) the four-point response scale should have fewer options; (2) a handful of items showed gender-based differential item functioning, indicating some gender bias; and (3) local dependence statistics revealed clusters of items that are redundant and could be...
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal a... more The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.
Gifted education services in rural districts typically lag behind those in nonrural areas. Using ... more Gifted education services in rural districts typically lag behind those in nonrural areas. Using district classifications assigned by the National Center for Education Statistics and Texas school district data ( n = 1,029) from the Academic Excellence Indicator System, the role of school district classification on gifted education outcomes was investigated. Contextual variables such as school demographics and school size were also examined. The study focused on rural and town school districts which are further classified as fringe, distant, or remote (level of proximity) within those two broad categories. Results of one-way multivariate analysis of variance indicated an effect of proximity for both rural and town districts on both contextual variables and gifted education outcomes. Additionally, rural fringe districts were found to be more similar to districts not classified as rural (i.e., urban, suburban, town) than to rural distant and rural remote districts. Findings offer impor...
The content of this report is based on the NCRGE's research on the identification of gifted Engli... more The content of this report is based on the NCRGE's research on the identification of gifted English learners (ELs) and the views expressed herein do not necessarily represent the positions or policies of the Department. No official endorsement by the Department of any identification procedures, practices, and instruments mentioned in this report is intended or should be inferred. Nor does a description of state, district, or school practices in this report mean that these practices comply with federal laws, regulations, and other applicable requirements, or that the Department approved these practices.
Gifted education programs are diverse with respect to their structure and foci. This diversity is... more Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 2,293). Differences were observed in the implementation mechanics of reading/English language arts and mathematics curriculum. Interrelationships between program structures emerged (e.g., existence of separate gifted math curriculum and pull-out instruction, ( = .16). Schools reported a focus on 21st century skills and enrichment techniques while neglecting acceleration strategies and cultural responsiveness. Lastly, we observed a number of statistically significant relationships between program structures and the foci used in gifted programs. These relationships may reflect underlying beliefs in the field. Introduction Gifted education programs in elementary schools take a variety of forms. They cut across many dimensions including: the identification process, ...
The creativity and personality link has been studied for over half a century. Conceptions of pers... more The creativity and personality link has been studied for over half a century. Conceptions of personality applied in that work have evolved to the current, primary use of Big Five personality models. Research-based and theoretical relationships between the McCrae and Costa Big Five factors (openness, conscientiousness, extraversion, agreeableness, neuroticism) and creativity are described. Facet and aspects within the factors are highlighted in detail. Issues of domain and context-specificity are raised. The importance of considering creativity measurements and conceptions is framed in the context of personality and creativity studies.
This project contains the materials, data, and R code for our psychometric evaluation of the 28-i... more This project contains the materials, data, and R code for our psychometric evaluation of the 28-item Creative Behavior Inventory.
Definitions of rurality in education research are inconsistent, making generalization across stud... more Definitions of rurality in education research are inconsistent, making generalization across studies difficult at best. We review published research in rural education between 2005 and 2015 ( n = 17) and characterize the way each defined rural. A common technique for classifying rural schools is the National Center for Educational Statistics (NCES) locale code. We argue that the NCES locale codes fall short of most conceptual understandings of rural. We recommend a school size filter to address the mismatch between the NCES codes and conceptual understandings of rurality. We compare non-rural districts with rural districts using NCES codes for grouping with and without the school size filter. Observed effects vary depending on whether the school size filter was used. We argue that the school size filter along with NCES codes better captures the concept of rural education and could improve research design and generalization across studies involving rural schools.
Creativity is a complex construct that is conceptualized and measured in multiple ways. This stud... more Creativity is a complex construct that is conceptualized and measured in multiple ways. This study examined the relationship between creativity and personality taking this into account. It was hypothesized that applying different conceptions and measures would cause variation in the creativity-personality relationship. The participants (N = 224) were undergraduate students completed six creativity measures, a personality inventory, and a demographic questionnaire. Personality predicted more creative production (R2 = .277) than creative potential (R2 = .176) and more self-reported creativity (R2 = .348) than that which was externally-rated (R2 = .149). Personality predicted creativity beyond demographic and intellect variables, but the effects varied based on the creativity measure. Openness was most consistently and strongly related to creativity. Other personality factors demonstrated suppression effects in multiple models. Overall, the results suggest that despite relatively small...
The original 90-item Creative Behavior Inventory (CBI) was a landmark self-report scale in creati... more The original 90-item Creative Behavior Inventory (CBI) was a landmark self-report scale in creativity research, and the 28-item brief form developed nearly 20 years ago continues to be a popular measure of everyday creativity. Relatively little is known, however, about the psychometric properties of this widely used scale. In the current research, we conduct a detailed psychometric investigation into the 28-item CBI by applying methods from item response theory using a sample of 2,082 adults. Our investigation revealed several strengths of the current scale: excellent reliability, suitable dimensionality, appropriate item difficulty, and reasonably good item discrimination. Several areas for improvement were highlighted as well: (1) the four-point response scale should have fewer options; (2) a handful of items showed gender-based differential item functioning, indicating some gender bias; and (3) local dependence statistics revealed clusters of items that are redundant and could be...
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal a... more The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.
Gifted education services in rural districts typically lag behind those in nonrural areas. Using ... more Gifted education services in rural districts typically lag behind those in nonrural areas. Using district classifications assigned by the National Center for Education Statistics and Texas school district data ( n = 1,029) from the Academic Excellence Indicator System, the role of school district classification on gifted education outcomes was investigated. Contextual variables such as school demographics and school size were also examined. The study focused on rural and town school districts which are further classified as fringe, distant, or remote (level of proximity) within those two broad categories. Results of one-way multivariate analysis of variance indicated an effect of proximity for both rural and town districts on both contextual variables and gifted education outcomes. Additionally, rural fringe districts were found to be more similar to districts not classified as rural (i.e., urban, suburban, town) than to rural distant and rural remote districts. Findings offer impor...
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