Review of Conducting Research and Evaluation in
                                                Gifted Education: A Handbook of Methods and
                                                Applications.

This study aimed to propose a framework for innovation in gifted education research studies in the light of 21st-century skills. To examine the current innovation in gifted research, a preliminary opinion poll was administered to a sample of 358 participants representing various segments of the society, using an electronic questionnaire. The results indicated that 27% believed that research in the gifted education was developed and led to new outcomes, whereas 23% said that research in this area was just replication of studies. The study used descriptive and Delphi methods to develop the main study tool, which was a criteria questionnaire of 21st-century innovative research. This was achieved by a survey given to 16 experts in innovation research methods and the gifted education. The questionnaire was given to them in three rounds: the first was by using an open-ended questionnaire, while the second and third were by using a closed-ended questionnaire. By applying the questionnaire to a sample of 160 researchers, the reliability and validity ranged between (0.6-0.8). Results indicated agreement degrees between (46.6%-44%). The suggested framework for innovation in research of the gifted education was developed in the light of criteria proposed by the experts. The study recommended taking advantage of the proposed framework according to the specified dimensions; and conducting research to develop gifted education studies, for it is a major tool to define the framework of providing services to the gifted.

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Using State Data to Conduct Research in the Field of Gifted Education

Journal of Advanced Academics ◽

10.1177/1932202x19881436 ◽

2019 ◽

Vol 31 (1) ◽

pp. 3-13

Author(s):

Jaret Hodges

Keyword(s):

Gifted And Talented ◽

Gifted Education ◽

Special Consideration ◽

State Information ◽

State Data ◽

Conducting Research ◽

Using Data

State databases offer researchers the opportunity to conduct research using data collected by states. These databases contain financial, demographic, and accountability data. Accessing and acquiring data from these repositories, though, can offer challenges to scholars interested in conducting research. This brief describes the type of data collected by states, how to acquire this data, and includes potential limitations when using this data. Special consideration is given to concerns regarding acquiring state information on smaller populations of students, especially students identified as gifted and talented.

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Doctoral Training of Psychology Students in France

European Psychologist ◽

10.1027//1016-9040.8.1.3 ◽

2003 ◽

Vol 8 (1) ◽

pp. 3-8 ◽

Cited By ~ 2

Author(s):

Christine Roland-Lévy

Keyword(s):

Doctoral Programs ◽

Psychology Students ◽

Doctoral Training ◽

University System ◽

The Third ◽

Conducting Research ◽

The University ◽

Psychology Doctoral ◽

Phd Programs ◽

Phd Program

Abstract: The aim of doctoral programs in psychology is to help students become competent psychologists, capable of conducting research and of finding suitable employment. Starting with a brief description of the basic organization of the French university system, this paper presents an overview of how the psychology doctoral training is organized in France. Since October 2000, the requisites and the training of PhD students are the same in all French universities, but what now differs is the openness to other disciplines according to the size and location of the university. Three main groups of doctoral programs are distinguished in this paper. The first group refers to small universities in which the Doctoral Schools are constructed around multidisciplinary seminars that combine various themes, sometimes rather distant from psychology. The second group covers larger universities, with a PhD program that includes psychology as well as other social sciences. The third group contains a few major universities that have doctoral programs that are clearly centered on psychology (clinical, social, and/or cognitive psychology). These descriptions are followed by comments on how PhD programs are presently structured and organized. In the third section, I suggest some concrete ways of improving this doctoral training in order to give French psychologists a more European dimension.

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Ethical Issues Relevant to the Assessment of Suicide Risk in Nonclinical Research Settings

Crisis ◽

10.1027/0227-5910/a000110 ◽

2012 ◽

Vol 33 (1) ◽

pp. 54-59 ◽

Cited By ~ 4

Author(s):

Carolyn M. Wilson ◽

Bruce K. Christensen

Keyword(s):

Undergraduate Students ◽

Suicide Risk ◽

Ethical Issues ◽

Current Paper ◽

Self Report ◽

Ethical Guidelines ◽

Schizotypal Personality ◽

Increased Risk ◽

Genetic Features ◽

Conducting Research

Background: Our laboratory recently confronted this issue while conducting research with undergraduate students at the University of Waterloo (UW). Although our main objective was to examine cognitive and genetic features of individuals with schizotypal personality disorder (SPD), the study protocol also entailed the completion of various self-report measures to identify participants deemed at increased risk for suicide. Aims and Methods: This paper seeks to review and discuss the relevant ethical guidelines and legislation that bear upon a psychologist’s obligation to further assess and intervene when research participants reveal that they are at increased risk for suicide. Results and Conclusions: In the current paper we argue that psychologists are ethically impelled to assess and appropriately intervene in cases of suicide risk, even when such risk is revealed within a research context. We also discuss how any such obligation may potentially be modulated by the research participant’s expectations of the role of a psychologist, within such a context. Although the focus of the current paper is on the ethical obligations of psychologists, specifically those practicing within Canada, the relevance of this paper extends to all regulated health professionals conducting research in nonclinical settings.

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