Equitable Access, Locale, Funding, and the Alignment to Performance Ratings in Texas Gifted Programs

2021 ◽  
Vol 44 (1) ◽  
pp. 3-30
Author(s):  
Jaret Hodges ◽  
Kacey Crutchfield ◽  
Lindsay Ellis Lee
Keyword(s):  
Program Evaluation ◽  
Hispanic Students ◽  
Proportional Representation ◽  
Performance Ratings ◽  
Future Research ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Self Assessments ◽  
Talented Students

Self-assessments utilizing designated, objective standards are critical in program evaluation. Although 2013–2014 Texas policy mandated districts self-assess their gifted programs using the community and student engagement performance rating system, little is known about how districts determined their self-assessment ratings. Following gifted program evaluation guidelines from the Texas State Plan for Gifted/Talented Students and the National Association for Gifted Children Pre-K–Grade 12 Gifted Programming Standards, researchers used logistic ordered regression to examine Texas districts’ 2014–2015 locale, proportional representation, and budgetary allotments in relation to gifted program self-assessed performance ratings. Results indicate proportional representation of Black and Hispanic students in gifted programs did not influence school district self-assessed ratings. On the contrary, locale, proportion of Black and Hispanic students to the overall district population, and budget allocation did relate to self-assessed ratings of gifted programs. Future research directions and implications for the use of self-assessments within gifted program evaluation are discussed.

Evaluating Gifted Programs

2022 ◽  
pp. 263-277
Author(s):  
Elissa Brown
Keyword(s):  
Program Evaluation ◽  
Literature Review ◽  
Gifted Education ◽  
Program Improvement ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Program Evaluations ◽  
K 12 ◽  
Program Components

Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.

scholarly journals Program Self-Assessment Variables as a Source of Information in the Evaluation of Intervention Programs: A Theoretical and Methodological Framework

2019 ◽  
Author(s):  
Yonatan Eyal
Keyword(s):  
Program Evaluation ◽  
Intervention Program ◽  
Evaluation Process ◽  
Intervention Programs ◽  
Future Research ◽  
Sources Of Information ◽  
Matching Method ◽  
Self Assessment ◽  
Self Assessments ◽  
Source Of Information

<p>The article discusses the incorporation of individuals’ assessments regarding the effect of intervention program on their own outcomes as a source of information in commonly used program evaluation methods. The incorporation of Program Self-Assessment Variables<i> </i>(<i>PSAV</i>) into the evaluation process enables the researcher to utilize the information contained in <i>PSAV</i> while utilizing other available sources of information (e.g. administrative data) as well. The analysis is based on the assumption that individuals possess valuable and unique information which they employ before self-selection into a program. The theory of planned behavior is used as a framework for examining different aspects of integrating <i>PSAV</i> in program evaluation. The article elaborates on the integration of <i>PSAV</i> into the matching method, and on the possible advantages of that approach. In addition, the article discusses different aspects of the process of eliciting self-assessments from individuals. Finally, the article outlines possible directions for future research. </p> <p> </p>

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

2017 ◽  
Vol 28 (3) ◽  
pp. 163-203 ◽  
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Jihyun Lee
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Future Research ◽  
Assessment Instruments ◽  
Gifted Programs ◽  
Gifted Identification ◽  
Research Attention ◽  
Gifted Program ◽  
Crucial Component ◽  
Gifted Education Programs

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

Self-Efficacy as a Mediator in the Creative Productivity of Gifted Children

1989 ◽  
Vol 12 (3) ◽  
pp. 231-249 ◽  
Author(s):  
Gina D. Schack
Keyword(s):  
Research Methodology ◽  
Self Efficacy ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Creative Productivity ◽  
Before And After ◽  
Effect Of Treatment ◽  
The Relationship

This study investigated the relationship between self-efficacy as a creative producer and initiation of independent investigations in areas of personal interest. Subjects were 294 students in grades four through eight who were participants in gifted programs based on the Enrichment Triad Model in eight schools. Path analysis was used to test the influence of grade, sex, years in the gifted program, previous independent projects, self-efficacy as a creative producer before and after a research methodology mini-course, and initiation of an independent project on final efficacy scores as a creative producer. The second analysis examined the role of the first six variables and participation in the research methodology mini-course on subsequent initiation of an independent project. Self-efficacy as a creative producer was a significant predictor of initiation of independent projects and final self-efficacy as a creative producer was higher for students who participated in such projects. The effect of treatment on self-efficacy as a creative producer or subsequent initiation of independent projects was not significant for students who had not started an independent project before the mini-course began, when considered with the other variables in the causal model.

Educational and socio-pedagogical factors for talent development in the school environment –analysis of survey

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Yonko Hristov ◽  
◽  
Tanya Misheva ◽  
◽  
Keyword(s):  
Comparative Analysis ◽  
Gifted And Talented ◽  
School Environment ◽  
Talent Development ◽  
Educational Resources ◽  
Gifted Children ◽  
Educational Design ◽  
Environment Analysis ◽  
Talented Students

The article examines some educational and socio-pedagogical factors for finding supporting and developing gifted and talented students on the basis of a comparative analysis prepared after a survey in two schools in Veliko Tarnovo. The research raises questions related to the need for in- depth socio-pedagogical work, special educational design additional pedagogical qualification and educational resources for gifted children in the Bulgarian school.

scholarly journals Enhancing Students’ Understanding and Revision of Narrative Writing through Self-Assessment and Dialogue: A Qualitative Multi-Case Study

2015 ◽  
Author(s):  
Stephanie Baxa
Keyword(s):  
Self Efficacy ◽  
Fifth Grade ◽  
Future Research ◽  
Writing Conferences ◽  
Teacher Language ◽  
Self Assessment ◽  
Self Assessments ◽  
Teacher Assessments ◽  
The Impact

With students losing hope when faced with challenges in the classroom, daily student-involved formative assessment that contributes to a growth mindset is essential. Through self-assessment and dialogue, students can generate feedback used for improvement of their writing, and teachers can give feedback that fosters self-efficacy. The purpose of this qualitative multi-case study was to explore the growth of fifth-grade writers as they participated in self-assessment, writing conferences with their teacher, and story revision. Research questions focused on students’ ability to explain learning targets and strengths and weaknesses of their writing and their ability to revise their writing. The participants, two male and one female, were randomly chosen from the teacher/researcher’s fifth-grade classroom in a large public school in the Midwest. Data sources included audio-recorded interviews and writing conferences, student-written work and self-assessments, and teacher assessments and notes. Self-assessment and dialogue with the teacher served as tools for providing feedback to the student and the teacher. Throughout implementation of the instructional strategies, students were able to talk about the learning targets and the strengths and weaknesses of their writing and were motivated and able to revise their writing. Limitations of the study included the length of the study and diversity of participants. Suggestions for future research included exploring ways to elicit more student feedback and the impact of teacher language during writing conferences on the self-efficacy of students.

1982 Directory of Summer Options for the Gifted and Talented

G/C/T ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 51-61
Author(s):  
Smith Goodrum
Keyword(s):  
Gifted And Talented ◽  
Summer Programs ◽  
Gifted Children ◽  
Summer Activities ◽  
Talented Students

The following directory of options for gifted and talented students for the summer of 1982 represents a response to a questionnaire circulated to all previous participants and newly identified programs. The Directory does not constitute an endorsement by G/C/T or the author. I hope, however, that the directory will serve both administrators and parents to achieve an appropriate match between program offerings and the particular talents of the student. Summer programs are proving to be very beneficial to many gifted children. I would encourage anyone interested in beginning a program to contact the Directors in the listing for program ideas and resources. An additional survey will be reported soon which provides a cumulative descriptive profile of the various summer activities. Anyone interested in participating should contact the author at Mars Hill College. All participants will be listed in the references for the report. Anyone wishing to participate in a future directory or with ideas as to how the directory can be more beneficial please contact the Editor of G/C/T or the author. — S.G.

From Our Readers: Riggs vs. Riggs

G/C/T ◽  
1982 ◽  
Vol 5 (5) ◽  
pp. 32-34
Author(s):  
Gina Ginsberg Riggs ◽  
S. Kenneth Riggs
Keyword(s):  
Behavior Modification ◽  
School Change ◽  
Gifted Students ◽  
First Grade ◽  
Gifted Children ◽  
Mutual Support ◽  
Gifted Program ◽  
Pediatric Clinic ◽  
Child Psychologist ◽  
In The Beginning

My problem no doubt is one you've heard again and again. I have a six-year-old son whose intelligence level tests have shown him to be in the gifted range. The tests only confirm what I've known since he was seven months old. Unfortunately, we his parents have not been in a financial position to provide him the stimulating educational environment which he needs, desperately so at this point. Nor have we been (and it hurts to say this) equal to his special demands at home, though we have done what we thought was our best. His general behavior has been such a problem at pre-school, kindergarten, and in his first-grade class that we have been advised to seek counseling. The child psychologist at the Pediatric Clinic advised us that Chris needs to be in a school for gifted children, but found that none in the area would accept him, much less grant him a scholarship, until he had undergone behavior modification. There is a program (private) that specializes in this type of situation. It's highly recommended, but demands a tuition of $5,000 for six months! After that, granting that he would then be acceptable to one of the “gifted” schools, we face the continuing financial challenge. Is there anything you can do for us? Are there organizations or corporations who grant scholarships for children like Chris? I am willing to contact anyone who might be of help. My son is a delightful bundle of energy, intelligence, and charm, and I don't want to see his giftedness be a millstone around his neck. Whatever you might be able to advise would be greatly appreciated. We live in a nice town that is supposed to have good education. In fact, that is why some of us moved here. Our superintendent says that the school is providing for its gifted students in the regular classroom and through just a few extra programs, but we are very dissatisfied. We formed an organization of parents a couple of years ago with the aim of improving the school's gifted program, but we have not been successful at all. How can we make the school change? We are a group of parents who all have children in our school's gifted program. In the beginning we were so excited about meeting each other and getting together, but after almost a year our meetings are poorly attended. We are falling apart! We think that it is important for us to be together for mutual support and also for the sake of the gifted program, but how do we stay together?

Feeling Good About Your Smile: Implementation and Evaluation of an Oral Health Intervention for People With Intellectual Disability

Inclusion ◽  
2019 ◽  
Vol 7 (3) ◽  
pp. 169-176
Author(s):  
Noelle K. Kurth ◽  
Jean P. Hall
Keyword(s):  
Program Evaluation ◽  
Intellectual Disability ◽  
Oral Health ◽  
Health Program ◽  
Research Policy ◽  
Future Research ◽  
Dental Hygienists ◽  
Disability And Health ◽  
Policy And Practice ◽  
Hands On

To address the need to improve oral health among people with intellectual disability (ID), the Kansas Disability and Health Program provided workshops to groups of adults with ID as a prevention strategy. Feeling Good About Your Smile, a hands-on experience, was delivered by trained Registered Dental Hygienists to 63 adults with ID accompanied by 24 supporting family or attendants in seven workshops. Program evaluation data indicate participants improved their knowledge about how to care for their teeth and mouths. Implications for future research, policy, and practice are discussed.

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