Calvin Lee

Toni Ireland
Intern/Mentor GT
2 November 2018
Annotated Source List
Akin, Imani, and Leondra Radford. "Exploring The Development Of Student Self-Esteem And
Resilience In Urban Schools." Contemporary Issues in Education Research, vol. 11, no.
1, 2018, pp. 15-22.
Summary: Article
This paper is about the development of self esteem in students by the educational environment
and student-teacher relationships in high school students. The future implications, both academic
and professional, are also studied and reviewed in this paper. There is a definite connection in
between student self esteem, student resilience (capability to face challenges), and mental health,
and a tentative one with student success and achievement in the long run. In all aspects of the
educational environment the student-teacher relationship is highly stressed as an integral aspect
in the building of self esteem and resilience, with teacher support and a positive relationship in
general showing a high correlation with the establishment and development of self esteem and
resilience.
Application to Research
If I were to understand how the development of self confidence, esteem, efficacy and the like
affect a student’s future educational trajectory, I would also need to understand how these things
are affected in high school, and the further implications of these effects on students.

Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran (Ed.), Encyclopedia of human

behavior (Vol. 4, pp. 71-81). New York: Academic Press. (Reprinted in H. Friedman
[Ed.], Encyclopedia of mental health. San Diego: Academic Press, 1998).
Summary: Article
This paper fully defines Self-Efficacy, how it is formed and how it manifests in a person.
Written by Bandura himself, Bandura also describes key times in development when self-
efficacy is made or broken down, and the situations wherein this can happen. For example,
the effects of developmental stages are highlighted in relation to age, and also the effect of
schooling.
Application to Research
This paper not only clearly defines all facets of self-efficacy, but it also says how schooling
affects it also, providing basis for both peer and teacher effects on self-efficacy and how
that in turn can affect student performance. This along with a clear definition of self-
efficacy is imperative to my research.

Baudson, T. G., & Preckel, F. (2013). Teachers' implicit personality theories about the gifted: An
experimental approach. School Psychology Quarterly, 28(1), 37-46.
Summary: Article
This paper describes the effect of teacher implicit bias regarding personality and characteristics
of gifted students in two ways. The first is that some teachers conclude that gifted students are
superior in all domains, while the second is that others conclude that gifted students are
emotionally and socially inferior to their peers. Rather than other factors, ability and intelligence
level was found to have the most implicit bias for teachers, and most teachers believe that gifted
students are disharmonious, meaning that they are emotionally and socially problematic.
Application to Research
I am questioning the effect of teachers judging students as waived or gifted without knowing the
truth, and what affect this may have on their instruction and therefore the student’s performance.
This paper shows clearly that ability level in the classroom is a very large part of teacher bias,
and that teachers come to conclusions not only of the ability of the student, but also make
personality theories about the students. This also leads me to ask, if a student is perceived as
waived, will the teachers perceive them as socially adept if the teacher perceives gifted students
as disharmonious, and maybe have a better opinion on the character of the student, instead of
what I predict would be a lesser opinion of the ability? Do these factor into each other?

de Boer, H., Bosker, R. J., & van der Werf, M. P. C. (2010). Sustainability of teacher expectation
bias effects on long-term student performance. Journal of Educational Psychology,
102(1), 168-179. http://dx.doi.org/10.1037/a0017289
Summary: Article
This article addresses the effect that student characteristics have on teacher bias, and the effect
that this bias can have on student performance and educational trajectory. This bias was
determined on student characteristics, and teachers were made to predict their long-term
academic performance. After studying these students in the course of the next few years, it was
found that the teacher bias did have an effect on how much their characteristics defined their
performance, but the effect dissipated and remained at a low stable level after a period of time.
However, this effect was very clear and the relationship between bias and characteristics was
significant.
Application to Research
This is an excellent article for my research, which now is moving towards how teacher biases on
self-selected and qualified GT students can affect their long term performance. Because this
article claims that there is a clear relationship between the two, then even the fact that a teacher
will judge the intellectual ability of a student into two categories based on student characteristics
as well as performance will definitely affect the long term performance and overall educational
trajectory of the student.

Dewey, John. Experience & Education. New York, Free Press, 2015.
Summary: Book
In this short volume, legendary educational philosopher and theorist John Dewey lays clear the
fundamental ideas of education. In eight parts, Dewey establishes the difference between
traditional and progressive views on education, the necessity of educational theory, what
experience is, the basics of social control, a brief explanation of freedom, the purpose of purpose,
how subjects can be organized, and finally the importance of experience in education. Dewey
emphasizes throughout the volume the importance of the student experience. Constantly
emphasized is the freedom of students, and the importance of managing the environment so that
children will want to learn and discover. However, structure to ensure direction and continuous
development is as important as the student’s freedom. Another striking point is that no mere fact
should be presented to students outside of context, but rather always in an experience.
Application to Research
This book proved to be entirely essential to the formation of my hypothesis. While researching
the methods themselves, I began to have immature views on education, sometimes even illogical.
The points Dewey presents in this volume emphasize the moderate-ness of his points,
emphasizing both progressive freedoms and traditional structures, without explicitly endorsing
one over another. From this I was able to centralize my viewpoints and base them on better
opinions.

Doménech-Betoret, Fernando, et al. "Self-Efficacy, Satisfaction, and Academic Achievement:

The Mediator Role of Students' Expectancy-Value Beliefs." Front Psychol, 18 July 2017.
National Center for Biotechnology Information, doi:[10.3389/fpsyg.2017.01193].
Accessed 14 Dec. 2018.
Summary: Article
This paper explores the effects of self efficacy and motivation on secondary school student
achievement from a socio-cognitive perspective. Expectancy-value beliefs are anticipations that
students make in order to predict their own actions, feelings, and results. The findings show that
there in fact is a role of motivation and expectancy-value beliefs in student achievement and thus
their educational trajectory. The paper also states that it is important that teachers make students
aware that they are competent of the subject matter and that they bridge gaps caused by other
course.
Application to Research
This paper shows the importance of seeing how things affect the self efficacy of students, for that
self efficacy in turn can have significant effects on other aspects of student performance and
psychology. This gives significance to the research, and an answer to the question of why it is
important for me to look into the self efficacy of students. I would now need to prove that the
performance of students and their educational environment can also in turn affect the self
efficacy of students.

Duflo, Esther, et al. "Can Tracking Improve Learning?" Education Now, vol. 9, no. 3, Summer
2009, pp. 1-6. Education Now. Accessed 26 Oct. 2018.
Summary: Article
This article explores the idea of tracking students, a method of grouping students by intellectual
ability so that they are on different “tracks” than others of different capabilities. This encourages
the homogeneous classroom, and the article explores if tracking is in fact beneficial. The
research, done on Kenya schools and Kenyan students, conclusively showed that tracking the
students actually benefited all students, students of low, middle, or high intellectual abilities.
Being in a classroom of similar peer levels, peer to peer learning was heightened and improved.
Therefore in countries like Kenya where teacher absences are a problem, the fact that students
will be able to help students is highly beneficial. Among other things, teachers are also able to
focus instruction and instruct at the pace that is right for their group.
Application to Research
Although it was research done in Kenya, which may be much less applicable to the US System
of Education, this still shows that for most children, the ability to be in a classroom with peers of
similar intelligence actually brings up their score, no matter how high or how low. This supports
the call for a homogenous classroom, one where all students are the same level, supporting my
hypothesis that tracking and grouped GT classes are most beneficial when students are truly with
their intellectual peers.
Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs, Values, and Goals. Annual Review
of Psychology, 53, 109-132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Summary: Article
This article reviews the motivations and values of students in relations to developmental
and academic psychology. Theories on success expectancy, task value, expectancies and
values, motivation and cognition. The authors then integrate all these ideas, focusing on
developmental and academic psychology ideas.
Application to Research
This article shows in detail the theories that exist pertaining to these ideas and how they
can be applied to research. It has helped me to see the importance of expectancy values and
other perception and mental health factors in education.

Education Article, § 5 – 401(d), and §§ 8-201 – 203, Annotated Code of Maryland

Summary: Regulation
The Maryland COMAR on GT Education sets the expectations for identification of GT students,
programs and services, professional development, the State Advisory Council, and reporting
requirements in state GT programs. However, the most of the regulations leave the decisions up
to individual counties or even schools. Identification and selection is the responsibility of each
county, based off a loose definition of giftedness elsewhere in the COMAR. Each system is
responsible for the effectiveness of the process. While suggestions are given, much is left to each
county’s discretion. Even the curriculum and direction of the programs and the evaluation of
these things are the decisions of schools and county systems.
Application to Research
The vagueness of these laws are clear at a first glance. However, research into school/county
regulations show little success as well. I think I will focus on the wavering of the GT application
process and focus my research around its credibility and effect on the GT classroom, maybe to
lead to changes that may lead to a more specific COMAR.

Gibbons, Melinda M., and L. DiAnne Borders. “A Measure of College-Going Self-Efficacy for
Middle School Students.” Professional School Counseling, vol. 13, no. 4, 2010, pp. 234–
243. JSTOR, JSTOR, www.jstor.org/stable/42732953.
Summary: Article
This article shows the development of the College-Going Self-Efficacy scale, and the research
and data collection and literature reviews that went into it. The multiple factors that affect
student life in middle school is imperative for future growth, even until college. Self-efficacy
developed in middle school years is especially important for students and their future college
trajectories.
Application to Research
This article acknowledges the importance of the middle school formative years in a teen’s life. It
is imperative that that fact be acknowledged in my research for my data to be significant.

Harden, Ronald M. "The integration ladder: a tool for curriculum planning and evaluation."
MEDICAL EDUCATION, 2000, pp. 551-57.
Summary: Article
This article, in sections, introduces and explains each step of the “integration ladder,” a hierarchy
of subject integration in the classroom for curriculum or evaluation. Describing 11 points,
ranging from the least integrated, “Isolation,” to the entirely integrated, “Trans-disciplinary,” the
article shows how curriculum and evaluation change as one goes up this ladder of integration. It
does not necessarily endorse any one method of integration, but presents each level as a possible
tool to be applied to different classrooms and environments.
Application to Research
This may serve to be useful in applying whatever result my research will show. I may be able to,
by applying some step in the integration ladder, shape an idea of a curriculum better fit to a
homogenous classroom, if that proves to be more beneficial than one that is heterogenous.
However, if the heterogenous group is shown to not have too much of a disparity, but one
nonetheless, I may be able to apply one of these tools to shape a classroom that caters to both in
the best way.

"How to escape education's death valley." YouTube, uploaded by Ken Robinson, Sir, 10 May
2013, www.youtube.com/watch?v=wX78iKhInsc
Summary: Video
Sir Ken Robinson, a renowned voice in the educational world, speaks on the dangers of what he
dubs as “education’s death valley.” Sir Ken Robinson points out the misdirection of progress in
the American education system. Robinson points out that rather than the importance that is
placed on testing today, that importance should be for nurturing creativity in students and
helping teachers be the creative forces they should be. He also speaks on the drop-out rate in
America, and what could help lessen this percentage. Pointing to alternative forms of education,
he says there are personal levels that education should cater to.
Application to Research
This video highlights the importance of leadership in education, and how teachers and
administrators play an integral role in nurturing and growing students. Placing much of the
responsibility onto the adults in the education system is where I would also like to take my
research, for this is an aspect I believe is often much ignored by the education community.

Huber, Mary Taylor, et al. Leading Initiatives for Integrative Learning. Publication no. 2, 2007.
Association of American Colleges & Universities, Accessed 19 Sept. 2018.
Summary: Article
Integrative education is a principal that highlights the importance of integrating lessons within
the classroom to help students make their own connections and draw their own conclusions from
their curriculum. A program called the Integrative Learning Project (ILP) has brought changes to
curriculum, pedagogy, and faculty development so that integrated learning can be possible and
successful. Changes applied to curriculum and pedagogy underscore the importance of
intentional approaches to building links across curricula, instead of leaving most of the synthesis
up to the student, as traditional education would. An important aspect of this project is that it
builds upon itself, in that no part can be successful without another, for as curriculum relies on
pedagogy, pedagogy relies on assignments and approaches, and etc. The project itself is highly
reliant on the community, and the undergraduate communities of many colleges are now
assessing the validity of integrative learning and the ILP.
Application to Research:
Integrative learning is a precursor to multidisciplinary, interdisciplinary, and transdisciplinary
education, all types of liberal education that I would like to focus around in my research.
Although this article focuses on university and college undergraduate programs, I believe the
basic ideas and goals of integrative education can be applied to secondary education as well,
especially to the GT classroom.

Humphreys, D. (n.d.). Making the Case for Liberal Education. Association of American Colleges
and Universities. Retrieved from
https://www.aacu.org/sites/default/files/files/LEAP/MakingtheCase.pdf
Summary: Article
This article presents the concept of liberal education, explicitly defining the principle and
corrects the common misconceptions of liberal education. Challenges 1 and 2 challenge the
practicality and real world application of liberal education, but these claims of its impractically
are refuted simply because the claims in and of themselves do not align with the principles of
liberal education, of constructivism, integration, and such progressive ideas. Challenges 3 and 4,
although not necessarily related, both point out that liberal education is applicable only to a
certain group of students, and when applied to another, shaped them in the wrong way. The issue
with these worries is that they are firstly, statistically untrue, and changing thinking is the goal of
liberal education, not to change what someone thinks. Challenges 5, 6, and 7 address what the
student themself learns in liberal education, questioning the relevance of the subject matters. The
responses highlight the usefulness of the skills that seemingly fundamental tasks nurture in
students of liberal education methods. Challenge 8 presents the difficulty of the process. This is
acknowledged, but the teamwork and coordination necessary is possible.
Application to Research
This array of question and answer formatted information has given me great questions myself,
and I think more in depth research or reading of even this single article will help me formulate a
perfect beautiful question and begin the process for the formulation of my hypothesis.

Johnson, Marcus Lee, et al. "Growth Trajectories of Task Value and Self-efficacy Across an
Academic Semester." Universal Journal of Educational Research,
doi:10.13189/ujer.2014.020102. Accessed 14 Dec. 2018.
Summary: Article
This paper studies how self efficacy grows and develops throughout an academic semester,
finding how motivation changes in relation to the student’s semester. The findings show that
forms of motivation changed variably throughout the semester, often with increases in the
beginning, drops in the middle, and slight increases near the end, most likely due to the
experiences of successes and failures throughout their academic semester. However naturalistic
the setting may have been however, the sample size for the study was small, and although
logical, it undermines the significance of this finding.
Application to Research
This study certainly supports the notion that motivation can change even within an academic
semester in a short term sense, and that student motivation in general changes frequently and
easily. The question then to be asked is if the final motivation is any higher of lower than the
initial, and how much this can vary depending on an individual student’s successes and failures.
And if initial failures serve as demotivators, how can constant failure affect motivations?
Kamenetz, Anya. "Who Are The 'Gifted And Talented' And What Do They Need?" nprEd, NPR,
28 Sept. 2015, Accessed 9 Nov. 2018.
Summary: Article
This article summarizes contemporary issues and hot topics around gifted students and their
education. Asking for the best definition and appointment of giftedness, identification thereof,
and programs for these children, this article points to different and often contradicting research
that seek to answer these questions. The general consensus, however, of these diverse studies is
that “Gifted and Talented” students, whatever that term may mean, are identified through an
inadequate but expensive process and as a result are not given the resources they need for their
actual education.
Application to Research
Although this article does not take into account the waiving process, it is important of me as of
now to take a step back in my research and look at things besides mere performance. Because
that has too many factors involved, I believe that focusing on another effect of the waiving
process would be much more beneficial, and for relevancy decided to look for recent articles
covering the climate of research in the are of GT education. Since this article asks clear questions
that have been contradicted concerning GT education, it was a good place to start.

Klein, Julie Thompson. "Integrative Learning and Interdisciplinary Studies." Peer Review,
Summer-Fall 2005, pp. 8-10.
Summary: Article
In this analysis of a study, Klein, professor of humanities in interdisciplinary studies of Wayne
State University, summarizes the views on, uses of, and effects of integrative and
interdisciplinary pedagogies and curriculum in history, citing various other studies and sources.
The section focuses on the emergence of the discipline with inspiration from various
psychologists and philosophers, defining integrative learning primarily as bridging the gaps
between subjects and connecting curriculum to the real world and its contemporary problems. It
then connects back to the present, attributing greater stratification between subjects to the
“knowledge explosion,” heightened problem focus, and educational reform. The analysis shifts
then to the pedagogical aspect of integrative and interdisciplinary curriculum, focusing on the
responsibility a teacher has on leading students to richer understandings and wider perspectives.
There are even suggestions listed in bulleted forms for pedagogies to adapt.
Application to Research
Serving as a good beginning of an understanding of Integrative Learning, a precursor to many
different types of multidisciplinary education, this article showed clearly the history and effects
of this discipline. There was also good applicable information for teachers themselves, but the
best application was the many sources cited and talked about throughout.

Liu, L., & Zhang, Y. (2014). The Application of Constructivism to the Teaching of Intercultural
Communication. The Application of Constructivism to the Teaching of Intercultural
Communication, 7(5), 136-141.
Summary: Article
In this article, researchers apply the idea of constructivism to the inherently most socially
applicable subject in secondary and primary education, the study of foreign language. This
research, done in China, highlights the predicted and shown success of the application of
constructivist teaching in the foreign language classroom. Focusing on the role of the teacher in
such an environment, the article points out necessary demands on teachers, various teaching
approaches and modes, and even some examples of how activities may be lead. The model of
teaching foreign language with constructivism, highlighting the importance of intercultural
communication outside of just the language itself, presents itself in five steps, them being:
designing a questioning environment, putting up a scaffold to construct knowledge upon, letting
students explore independently, letting students collaborate, and requiring students to present
what they have learned.
Application to Research
This study shows real world success and predicted further success of integrative theories applied
to a subject that is inherently integrative. I believe that from this I will be able to connect such
applications to subjects that seem inapplicable.

Maryland State, General Assembly, Assembly, Department of Education. Criteria For

Excellence: Gifted and Talented Education Program Guidelines.
Summary: Guidelines
This publication by the Maryland Department of Education outlines the guidelines the state puts
on the gifted education programs. In parts this report summarizes the recommended guidelines
on gifted student identification, curriculum and instruction, qualified teachers, program
management, and how the programs of each county will be evaluated. Although not rules that
Maryland educators must follow, the document outlines many suggestions that educators may
take into account when planning, implementing, and evaluating their programs. The guidelines
explicitly suggest that no single criterion should be determine a student’s eligibility to the GT
program. It also stresses the importance of screening and in-depth assessments of each student,
making sure that no test scores or few suggestions alone make up the process of identification.
Application to Research
The interesting section to me was the identification process of GT students. Rather than the
actual information included in the section, the vagueness of the suggestions were in some ways
alarming. I would like to further research each state’s, or even school’s GT guidelines.

Maclellan, Effie. How might teachers enable learner self-confidence? A review study.
Summary: Article
This paper reviews the implications of the development of self confidence and the like in an
educational setting, seeking to answer the question of how to help students answer, “Are you
sure your answer is correct?” with an affirmative yes. The paper focuses on the importance of the
role of the teacher in building this self confidence, saying that it is important for teachers
themselves to understand self confidence well to build their lessons and activities around them.
To that end, the paper states that self confidence in learners is simply the view one has of
themselves. However, there are a myriad of factors, academic and non-academic, that play a part
in the building of learner self confidence.
Application to Research
It is extremely important for me to understand not only how the curriculum of a GT class can
have its effects on students, but how teachers dispositions (many of which expect all students to
perform at the GT level) may affect students as well.
Mosle, Sara. "Can Good Teaching Be Taught?" The New York Times, 6 Sept. 2018,
www.nytimes.com/interactive/2018/09/06/magazine/student-performance-atlanta-
teaching.html. Accessed 17 Sept. 2018.
Summary: Article
At high risk schools around the country, students, teachers, and administrators alike are
struggling to keep up. At Peyton Forest Elementary, Cynthia Gunner, a first year principal, must
battle inadequate lessons in the classroom, insufficient staffing, student poverty, and the
tumultuous psychological health of students. To improve the academic institutions of high risk
school, Gunner addresses the issues of staffing, in teachers who have little experience or aptitude
for teaching, or those who cannot handle the challenging work environment of a school like
Peyton Forest. As an administrator, Gunner takes action inside of the classroom herself to assist
both struggling teachers and disengaged students. While the school continues to slowly improve,
one may question still how the institution will address the deeper issues in its student body,
regarding mental health, trauma, and home environment.
Application to Research:
It is imperative that we look to failing schools to examine what needs to be improved both in
each school and in the system itself. If my research is to be focused around at-risk students and
schools, this article, a case study of a somewhat-success in administration, shows many answers
and poses many questions as to what should be done in at-risk environments by both teachers
and administrators.

National Association for Gifted Children. (October 2008). The Role of Assessments in the
Identification of Gifted Students [Press release].
Summary: Press Release
This press release states the National Association for Gifted Children’s position on the use of
standardized testing to identify gifted students. Their position, in short, is that standardized
assessments are a valid way to identify gifted children. Regarding the diversification issue, the
NAGC still believes that standardized testing is the best option, although the test must be made
with the characteristics of the people taking it in mind. The group refutes the selective use of
alternative testing for different groups, as that is not standardized. They also believe not one test
is enough, but also that data from multiple tests must be correctly compiled together. They
emphasize throughout the importance of a fair and natural testing environment, and a far scoring
process, things that test takers have no power to control.
Application to Research
The NAGC seems to have a very firm take on the issue of using standardized tests for GT
identification, even going so far as to say that multiple tests should be used to identify students.
Although it does not explicitly refute the validity of a process such as the waiver form, it does
certainly argue against it with its firm support for assessments.

Neihart, M. "The impact of giftedness on psychological well-being." Roeper Review, vol. 22, no.
1, Sept. 1999. Davidson Institute, www.davidsongifted.org/Search-
Database/entry/A10086. Accessed 30 Nov. 2018.
Summary: Article
This paper explores the correlational relationships between academic giftedness in students and
adjustment, self concept, mental illnesses, and social competence. For most of these relationships
there are conflicting or inconclusive studies to support each case. For example, in searching for
the relationship between giftedness and self concept, many researchers have drawn the
conclusion that there is more positive self concept in gifted students, while others have found
that there seems to be no relationship at all. However, what is conclusive in all these studies is
that giftedness does seem to have some sort of impact in all of these areas, meaning giftedness
definitely has an impact on psychological well-being. What the results are depend on the type of
giftedness, their educational setting, and the child’s prior self-perceptions and life circumstances.
Application to Research
Although my research focuses on the psychological well-being of non-gifted students placed in
classes with gifted students, I deemed it necessary for me to understand how the mind of the
gifted student worked, especially in self-concept and self-perception. Although the studies are
not conclusive, the conclusion that student’s well being can vary drastically depending on their
educational setting can support the idea that self-selected students are liable to changes in self-
concept because of their peers, regardless of their intelligence level.

Petrilli, Michael J. "All Together Now?" Education Next, Winter 2011, pp. 49-55. Education
Next. Accessed 26 Oct. 2018.
Summary: Article
This article explores the idea of heterogeneity in an elementary school classroom, and speaks on
whether this shift to an intellectually diverse classroom disproportionately interests the less
gifted why stagnating the development of the top students. The conclusion drawn is that
heterogeneity is not bad, but also not as easy as others frame it to be. Requiring extensive
planning and an engaged administration, very few can succeed at such a heterogeneous
environment. However, there are exceptions, as shown by Piney Branch Elementary School of
Montgomery County, Maryland, whose teaching staff and administration work hard to encourage
all students at all levels to improve and succeed. A method to help with heterogeneity is ability
grouping, where one classroom is divided up into smaller groups of students at similar levels.
This is only shown to work, however, when the stratification is not excessive. A method
explored that forgets heterogeneity and embraces homogeneity is tracking, where students are
divided up into separate classes with separate “tracks” by intellectual ability. Although not
supported entirely, it is still a much loved choice for many educators.
Application to Research
The information in this article shows me that low performing students grouped with high
performing students in heterogeneous classrooms actually do better when with other low
achieving peers, without affecting the gifted students. While this is then shown to be not
completely true, I would like to see how significant this difference in performance is, for I
believed the lesser importance placed in pushing more intellectually gifted students is harmful.

Post, G. "Difficult passage: Gifted girls in middle school." Gifted Challenges. Davidson Institute,
www.davidsongifted.org/Search-Database/entry/A10852.
Summary: Article
This article focuses on the loss of self efficacy in female students in middle school. The article
lists the neurological, societal, physical, and psychological changes that affect not only the
academic performance of female middle schoolers, but also their self concept and self efficacy.
The article also provides possible ways to avoid this passage for gifted girls in middle school,
mostly by means of active inclusion and encouragement. It is often that teachers, especially
STEM teachers, have implicit bias against female students, and the article asks for them to
become aware of that and instead actively support female middle school students in their STEM
endeavors.
Application to Research
Although this is a little more specific than what I would like to focus my research on, this article
gave me a good understanding about what kind of roadblocks can exist for middle students.
Since I intern at a middle school it is great that I was able to find an article specifically about
middle schoolers. Although the environment may be very different for male students, I believe
that similar blocks may apply to minority students, or students that are simply not the same race
or sex as their teacher. This article also led me to many good sources for me to expand my
knowledge on self efficacy, teenage psychology, and GT students.

Pretzlik, Ursula. "Teachers' implicit view of intelligence predict pupils' self-perception as

learners." Cognitive Development, vol. 18, no. 4, October-December 2003, p. 579-599,
doi:10.1016/j.cogdev.2003.09.008. Accessed 4 Jan. 2019.
Summary: Article
This paper explores the implications teachers make about the intelligence and ability
levels of students in their instruction, and what affect these implications may have on the
students themselves. Testing students and having teachers rank the intelligence level of students,
the study found that teachers are mostly accurate in predicting their students’ intelligences, but
that they value verbal skill over mathematical skill. Teachers, through these predictions, have
important and significant effects on the self-perception of students, and while this may accurately
reflect their own intelligence level, it also affects their self-confidence and efficacy.
Application to Research
This paper says that intelligence assessments are mostly accurate, but for the special cases of
underachieving gifted perceived as waived or the overachieving and tutored waived perceived as
gifted, it also shows that the teacher perceptions, even when wrong, can have a significant impact
on their self perception and efficacy, even if that may not reflect their actual ability level.
Teachers can make this mistake more easily in assigning waived and gifted roles because they
are broader categories and many other factors go into them. And in schools like Burleigh Manor
where there are highly gifted students, struggling students stand out much more.

Schunk, Dale H., and Frank Pajares. "The Development of Academic Self-Efficacy."
Development of achievement motivation., pp. 1-20.
Summary: Article
This article gives a basic understanding of what self efficacy is and how an academic self
efficacy is formed. The article also gives information about academic motivation, learning and
achievement and how these things relate to academic self efficacy and its formulation. In
showing how self efficacy is developed in schooling, the article focuses on advancing through
school, participation in school, transitioning schools, task familiarity, and self concept. In
showing how self efficacy affects learning and achievement the article shows how it operates, is
affected, and advances.
Application to Research
This article is an excellent foundation to how self efficacy is formed by schools and affects
academic achievement and learning in schools. Although broad, the paper cites many sources to
which I can refer to. Most importantly it reestablishes and confirms the importance of middle
school in the development of self efficacy and self concept, and therefore will help with my
hypothesis and research.

Thomas J. Kehle, William J. Bramble & Emanuel J. Mason (1974) Teachers’ Expectations, The
Journal of Experimental Education, 43:1, 54-60, DOI: 10.1080/00220973.1974.10806612
Summary: Article
This article looked into the different variables that can factor into teacher bias, such as: sex, race,
intelligence, and attractiveness. The teachers then rated their personalities and their expected
performance on an essay assignment. The findings were very complex, and researchers found
that while sex was the most significant variable in effecting the expected performance of a
student, there is a complex combination of the aforementioned characteristics that affect teacher
bias.
Application to Research
This is a more basic article on the things that factor into teacher bias. It helped me keep in mind
all the other factors beyond performance that affect teacher bias. So when teachers judge who is
self-selected and who is qualified, they may already have pre-made judgements they make based
on the student’s gender or physical appearance alone, on top of their observations of the
student’s behavior and actual academic performance. But it also reinforced my idea that even
when realizing who is waived and non waived the action that they take for the student is also
based on pre-made judgements and biases. Based on these characteristic biases teachers may
attribute poor performance to being waived or due to needing help.

Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., …
Reynolds, T. (2003). Differentiating Instruction in Response to Student Readiness,
Interest, and Learning Profile in Academically Diverse Classrooms: A Review of
Literature. Journal for the Education of the Gifted, 27(2–3), 119–145.
https://doi.org/10.1177/016235320302700203
Summary: Article
This article explores how classrooms should be standardized (or not) to accomodate for
all kinds of differences in students other than race or sex, such as readiness for the course,
interest in the course material, and learning profile. This takes into account all the academic
differences that exist in the classroom.
Application to Research
It is important for me to view academic differences as well as psychological differences in
students more so than any other differences. However, I must keep in mind that sex and race
often contributes to these differences in many ways.

"Top Ten Myths in Gifted Education." Maryland State Department of Education,

marylandpublicschools.org/programs/Documents/Gifted-Talented/
Top10MythsGiftedEducation.mp4. Accessed 31 Oct. 2018.
Summary: Video
This student-made short film goes over the many different myths that may shroud GT Education
in Maryland. Debunking common misconceptions of teachers, parents, and students, this film
comprehensively articulates Maryland’s goals and methods in their GT education program.
These misunderstandings are debunked from the perspectives of students rather than in the view
of teachers or legislators. This almost serves as a representative opinion of GT students. Often
comparing academic achievement to athletic talent, information is presented in an easily
understandable and relatable way.
Application to Research
The intentions of Maryland’s GT education program are clearer in this video than in much of the
legislation and documents in place. It clearly outlines the goals of the program, and although
these goals may not be what is being implemented, this video seems to be the closest a clear
voicing of the Maryland Department of Educations GT goals.

Ultanir, E. (2012). An Epistemological Glace at the Constructivist Approach: Constructivist

Learning in Dewey, Piaget, and Montessori. International Journal of Instruction, 5(July).
Retrieved from Repositorio Internacional de Ministrio de Educacion database.
Summary: Article
In this article, Ultanir introduces and expands on the constructivist approach to education, an
approach characterized by constructing knowledge through interaction upon already established
ideas of each individual. Ultanir goes at lengths to show psychological explanations for this
construction of knowledge upon knowledge, and also presents the role of the teacher in a
situation in which one is expected to learn and understand essentially by oneself and through
oneself, that role being of stimulation and reinforcement. Citing great education theorists,
primarily Dewey, Piaget, and Montessori, Ultanir provides important insights into their
recommendations for pedagogical, curricular, or classroom models.
Application to Research
Being in the process of still grounding my final research question and topic, I decided to go back
to the roots of education theory, to the most prevalent and important progressive education
thinkers, the likes of Dewey or Piaget. Through insight into another, more fundamental theory on
education, I am narrowing my field of focus and finding more sources and questions to look into
and hopefully to answer.

Worrell, Frank C., et al. "Gifted Students." Annual Review, 10 July 2018.
Summary: Article
The Annual Review of Psychology on Gifted Students presents the most recent findings and
studies concerning the definition, identification, and programming for gifted students. These
studies also focus on social and psychological effects on gifted students. While the findings are
more clear, the evidence of contradiction and debate in the field is still very evident throughout
the review. Models of giftedness, both new and old, are summarized and discussed, as well as the
methods currently used to identify these models. The identification of minority gifted students is
focused on in this section. The percentages for these demographics are also given. Social and
emotional effects of GT programming on students especially in light of their mental health is
summarized. Unresolved issues in the field as of 2018 are also listed and summarized.
Application to Research
This review is essentially a clearer and more detailed answer to every question and topic brought
up in the NPR Education article, plus attention given to psychological aspects of the study as
well as completely unresolved topics in the field. As it is very recent, these unresolved topics are
unanswered questions that I could tackle if I were to pursue this instead of a mere correlational
study on performance, which at this point does not look promising or feasible.
Wright-Scott, Kerry-Ann. The Social-Emotional Well-Being of the Gifted Child and Perceptions
of Parent and Teacher Support. 2018. Queens University of Technology, PhD thesis.
Summary: Article
This paper studies the social and emotional well being (SEWB) of Gifted students and the factors
that affect it. It establishes that SEWB is extremely important in the development and
performance of students, especially those of gifted students. The role of parents and teachers,
especially that of their perceptions, is highlighted throughout the paper, concluding that displays
of appreciation and support positively affects the SEWB in gifted students in the long run by
establishing a positive educational environment. The paper also acknowledges that because
gifted students are such a heterogenous group, there is no definite conclusion to how easily their
SEWBs are affected. If positively affected however, the overall effect on their lives (in their self-
perception, relationships, performance, problem solving skills, persistence, etc.) is extremely
hopeful.
Application to Research
While this paper focuses on the SEWBs of gifted students, I believe that the effects of parental
and teacher perceptions and other external factors are similar in normal and self-selected students
as well. The paper also describes all the positive things that students can gain from the proper
educational environment, much of which consists of support and displays of appreciation,
something a student who underperforms significantly in assignments compared to their peers
may not get much of. As this paper concludes that this environment is imperative for positive
SEWB growth, self-selected students’ classroom environment shows to be mostly negative.