Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

2021 ◽  
pp. 001698622098830
Author(s):  
E. Jean Gubbins ◽  
Del Siegle ◽  
Karen Ottone-Cross ◽  
D. Betsy McCoach ◽  
Susan Dulong Langley ◽  
...  
Keyword(s):  
Language Arts ◽  
Gifted And Talented ◽  
English Language Arts ◽  
Grade Level ◽  
English Language ◽  
Gifted Students ◽  
Intervention Strategies ◽  
Gifted Program ◽  
Talented Students ◽  
State 1

The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 ( n = 115) and State 2 ( n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.

Should Millions of Students Take a Gap Year? Large Numbers of Students Start the School Year Above Grade Level

2017 ◽  
Vol 61 (3) ◽  
pp. 229-238 ◽  
Author(s):  
Scott J. Peters ◽  
Karen Rambo-Hernandez ◽  
Matthew C. Makel ◽  
Michael S. Matthews ◽  
Jonathan A. Plucker
Keyword(s):  
Language Arts ◽  
English Language Arts ◽  
Grade Level ◽  
English Language ◽  
State Level ◽  
Student Diversity ◽  
School Students ◽  
Advanced Learners ◽  
School Year ◽  
K 12

Few topics have garnered more attention in preservice teacher training and educational reform than student diversity and its influence on learning. However, the actual degree of cognitive diversity has yet to be considered regarding instructional implications for advanced learners. We used four data sets (three state-level and one national) from diverse contexts to evaluate how many students perform above grade level in English Language Arts and mathematics. Results revealed that among American elementary and middle school students, 20% to 49% in English Language Arts and 14% to 37% in mathematics scored 1 year or more above grade level. We address what these findings imply for K-12 schools, grouping decisions, and educational policies that strive to foster advanced abilities.

Teacher as Counselor: Enhancing the Social, Emotional, and Career Development of Gifted and Talented Students in the Classroom

2005 ◽  
Vol 19 (3) ◽  
pp. 226-235
Author(s):  
Meredith J. Greene
Keyword(s):  
School Counselors ◽  
Career Counseling ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Social Emotional ◽  
Gifted Learners ◽  
Gifted Program ◽  
The Social ◽  
Affective Curriculum ◽  
Talented Students

Two of the guiding principles of gifted program standards are that gifted learners must be provided differentiated guidance efforts and affective curriculum (Nevitt, 2001), yet many gifted and talented students are receiving inadequate social, emotional, and career counseling. There are many reasons for this, including a shortage of personnel trained in working with gifted students, emphasis on academic achievement and tests scores, and the belief that gifted students can manage on their own. In many schools, guidance or counseling of students is the sole domain of professional counselors; however, most school counselors do not have training in gifted education and because they are burdened with large caseloads, administrative duties (i.e., scheduling), and crisis counseling, they often must function in a triage mode, attending to only the most serious problems with little time left for anything else.

Exploring Bullying: Fifth Graders’ Interpretations and Understandings

2020 ◽  
pp. 016235322097830
Author(s):  
Diane Barone ◽  
Rebecca Barone
Keyword(s):  
Mental Health ◽  
Gifted And Talented ◽  
Fifth Graders ◽  
Gifted Students ◽  
School Personnel ◽  
Fifth Grade ◽  
Descriptive Case Study ◽  
Fixed State ◽  
Talented Students

This study explored understandings shared by fifth-grade gifted students as they read the book Restart, which explores bullying. Students read, created representations, and discussed the text. Grounded by Langer’s stances of envisionment, this descriptive case study analyzed student representations and conversations. Each of the stances was represented with most responses being represented in Stances 1 (getting a sense of the text), 2 (interpreting text), and 4 (analyzing the text). In addition, most students viewed bullies and their behavior as being in a fixed state, which was tied to the perceived power a bully held. The results from this study have implications for teachers who work with gifted and talented students, counselors who work with students in mental health and resilience programs, and the collaboration of these school personnel.

Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project

2021 ◽  
Vol 44 (3) ◽  
pp. 151-170
Author(s):  
Dhara Baiden
Keyword(s):  
Critical Thinking ◽  
Gifted And Talented ◽  
Arts Integration ◽  
Writing Skills ◽  
Gifted Students ◽  
Subject Area ◽  
Project Based Learning ◽  
Learning Opportunity ◽  
Integrated Project ◽  
Talented Students

The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.

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