Lisa Davia Rubenstein
Biographic Data
| ID | 1585773 |
|---|---|
| NAME | Lisa Davia Rubenstein |
| GIVEN NAMES | Lisa Davia |
| FAMILY NAME | Rubenstein |
| SIGNATURE | RUBENSTEIN L D |
| AFFILIATIONS | Ball State University |
| ORCID | 0000-0003-0945-8387 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 8 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Secondary students’ use of creative problem-solving strategies prior to intervention
Seeing Both Sides
Twice-exceptional learners exhibit both giftedness and disabilities, creating unique learning needs that have been increasingly studied in the gifted education field. Therefore, the goal of this systematic review was to synthesize research on twice-exceptionality, exploring participant demographics, identification and assessment practices, the masking effect, and study purposes. Findings revealed considerable demographic variability, as race/ethn…
Peering Through the Kaleidoscope
This systematic review examined the characteristics and psychometric properties of creativity assessments for PK–12 students. Using the PRISMA framework, we identified 169 unique studies published between 2002 and 2023, which encompassed 288 assessments meeting the inclusion criteria. Four coders independently analyzed all studies using a comprehensive system that included participant demographics, facets of creativity measured, measurement appro…
Empowering everyday leaders
Leadership is often conceptualized and taught through famous, world-changing individuals; however, leadership spans levels of influence, from small-group projects to global initiatives. While student leaders are present at every level, existing leadership research and programs center adults. Within this article, Lisa DaVia Rubenstein, Sydney Johnson, Allison Southworth, and Gerardo Ramirez propose the 4L Continuum of Leadership, which recognizes …
Black Brilliance and Creative Problem Solving in Fugitive Spaces
Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Bl…
Reimagining Idea using the axiom of brilliance
IDEA provides essential guidance and legal support for students with disabilities, yet its conceptual and systemic framework tends to promote a focus on student deficits. Thus, teachers and IEP team members may have low expectations of students with disabilities and fail to encourage the development of their talents. Lisa DaVia Rubenstein, Charles Sandifer, and Robyn Spoon propose the adoption of a conceptual framework known as the axiom of brill…
Enhancing motivation by developing cyclical self-regulated learning skills
Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect motivation for both current and future tasks. Thus, educators can directly teach SRL processes to impro…
Measuring self-regulated learning during creative problem-solving with SRL microanalysis
Ideation to implementation
The current study explores how teachers’ behaviors and environmental factors influenced the use of a K-12 makerspace. Teachers attended professional learning sessions, developed a makerspace, and created curricular units aimed at teaching students design thinking stages and principles. Given the longitudinal (4 years) nature of this study within an authentic environment, this qualitative study reports data collected from focus groups, with varied…
Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated tea…
Gifted underachievement within a self‐regulated learning framework
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self‐regulated learning (SRL) into these practices may promo…
Issues and opportunities when using rating scales to identify creatively gifted students
Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativit…
How teachers perceive factors that influence creativity development
How teachers perceive factors that influence creativity development
Enhancing motivation by developing cyclical self-regulated learning skills
Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect motivation for both current and future tasks. Thus, educators can directly teach SRL processes to impro…
How teachers perceive factors that influence creativity development
Issues and opportunities when using rating scales to identify creatively gifted students
Identifying creatively gifted students remains a challenging yet important task. Often, teacher rating scales are used to assess students’ creative behaviors; however, the school environment may not always provide opportunities for students to demonstrate creative ability, making it challenging for teachers to observe students’ creative potential. Therefore, the purpose of this study was to (1) explore students’ perceptions of their own creativit…
Do you know what I'm thinking? A comparison of teacher and parent perspectives of underachieving gifted students' attitudes
The Achievement Orientation Model posits students are motivated to do well in school when they believe they have the necessary skills to perform a task (self‐efficacy), find the task meaningful (goal valuation), and see their environment as supportive. When these factors are present, students self‐regulate and achieve. We examined these factors from underachieving gifted students', their parents', and teachers' perspectives. Results indicated tea…
Gifted underachievement within a self‐regulated learning framework
Current theoretical and operational definitions of underachievement require that students show sustained suppressed academic achievement. Yet, early detection may allow for effective intervention before underachievement becomes a chronic issue. While existing identification procedures were not designed to detect underachievement before low academic performance occurs, the integration of self‐regulated learning (SRL) into these practices may promo…
Measuring self-regulated learning during creative problem-solving with SRL microanalysis
Ideation to implementation
The current study explores how teachers’ behaviors and environmental factors influenced the use of a K-12 makerspace. Teachers attended professional learning sessions, developed a makerspace, and created curricular units aimed at teaching students design thinking stages and principles. Given the longitudinal (4 years) nature of this study within an authentic environment, this qualitative study reports data collected from focus groups, with varied…
Black Brilliance and Creative Problem Solving in Fugitive Spaces
Traditional definitions and assessments of creativity often neglect to identify the complexity surrounding Black students’ brilliance, leading to lack of access and funding. Further, even when recognized, Black students are often funneled into programs that do not facilitate positive development of their racial-ethnic identity. Through our systematic review of 155 publications, we developed the BlackCreate Framework to illustrate how effective Bl…
Reimagining Idea using the axiom of brilliance
IDEA provides essential guidance and legal support for students with disabilities, yet its conceptual and systemic framework tends to promote a focus on student deficits. Thus, teachers and IEP team members may have low expectations of students with disabilities and fail to encourage the development of their talents. Lisa DaVia Rubenstein, Charles Sandifer, and Robyn Spoon propose the adoption of a conceptual framework known as the axiom of brill…
Enhancing motivation by developing cyclical self-regulated learning skills
Developing self-regulated learning (SRL) processes (i.e., goal-setting, strategy use, self-monitoring, and attributions) can enhance motivational beliefs including self-efficacy, interest, and task value. In this article, SRL processes and motivation are conceptualized within a cyclical feedback loop, which demonstrates how SRL processes affect motivation for both current and future tasks. Thus, educators can directly teach SRL processes to impro…
Empowering everyday leaders
Leadership is often conceptualized and taught through famous, world-changing individuals; however, leadership spans levels of influence, from small-group projects to global initiatives. While student leaders are present at every level, existing leadership research and programs center adults. Within this article, Lisa DaVia Rubenstein, Sydney Johnson, Allison Southworth, and Gerardo Ramirez propose the 4L Continuum of Leadership, which recognizes …
Secondary students’ use of creative problem-solving strategies prior to intervention
Seeing Both Sides
Twice-exceptional learners exhibit both giftedness and disabilities, creating unique learning needs that have been increasingly studied in the gifted education field. Therefore, the goal of this systematic review was to synthesize research on twice-exceptionality, exploring participant demographics, identification and assessment practices, the masking effect, and study purposes. Findings revealed considerable demographic variability, as race/ethn…
Peering Through the Kaleidoscope
This systematic review examined the characteristics and psychometric properties of creativity assessments for PK–12 students. Using the PRISMA framework, we identified 169 unique studies published between 2002 and 2023, which encompassed 288 assessments meeting the inclusion criteria. Four coders independently analyzed all studies using a comprehensive system that included participant demographics, facets of creativity measured, measurement appro…
Psychology (9 works) · Mathematics education (8 works) · Creativity in Education and Neuroscience (6 works) · Creativity (4 works) · Innovative Teaching and Learning Methods (4 works) · Pedagogy (4 works) · Social Psychology (4 works) · Developmental psychology (3 works) · Education, Achievement, and Giftedness (3 works) · Sociology (3 works)