The Law concerning Public Education of Gifted Students

1987 ◽  
Vol 10 (4) ◽  
pp. 305-322 ◽  
Author(s):  
Perry A. Zirkel ◽  
Paul L. Stevens
Keyword(s):  
Gifted Education ◽  
National Level ◽  
Gifted Students ◽  
State Level ◽  
School Age Children ◽  
Publicly Funded ◽  
Comprehensive Overview ◽  
Legal Development ◽  
Special Programs ◽  
The Law

It is estimated that there are as many as 2.5-3.0 million school-age children in the nation who are gifted.1 The number of such children participating in special public educational programs is approximately 1.2 million.2 Definitions of giftedness and commitments to publicly funded special programs for gifted students vary widely. Reflecting our federal structure for education, some of the legal development have arisen on the national level but the primary scene of activity relating to the law of gifted education is at the state level. This article provides a comprehensive overview of the legal activity on the federal and state levels. This increasing activity has been largely neglected in legal books and periodicals to date.

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

American Policy in Gifted Education

2018 ◽  
Vol 41 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Joyce VanTassel-Baska
Keyword(s):  
Education Policy ◽  
Gifted Education ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Specific Aspect ◽  
Policy And Practice ◽  
Case Examples ◽  
Gifted Program ◽  
History Of

This article explores the history of gifted education policy and practice in the United States over the last five decades, documenting the lack of sustained progress in obtaining sustained federal support. It also highlights two case examples, one at the state level and a second at the national level of where a policy in a specific aspect of gifted program development has been successfully advanced. Implications of the article suggest that gifted education policy is not coherent across the country, is controlled by state legislatures, and subject to annual scrutiny for continued and new funding.

scholarly journals School Integration Limits the Ability of Local Norms to Diversify Gifted Programs: A Mathematical Analysis with Implications Related to the Achievement Gap

2021 ◽  
Author(s):  
Russell T. Warne
Keyword(s):  
Mathematical Analysis ◽  
Gifted Education ◽  
National Level ◽  
Gifted Students ◽  
Limiting Factor ◽  
Gifted Programs ◽  
Gifted Program ◽  
Education Community ◽  
Local Norms ◽  
Building Level

Several experts within gifted education have advocated for the use of local norms when selecting students for gifted programs, instead of national-level norms. Local norms compare students to the peers in their school to identify gifted students and are believed to produce a more diverse gifted program. However, one limiting factor on the ability of local norms to diversify gifted programs has been almost completely overlooked in the gifted education community. Through a simplified example, I show in this article that local building-level norms are best at diversifying gifted programs when schools are highly segregated. Conversely, I also show that—when achievement gaps are present and a uniform admissions cutoff is applied—using building-level norms in highly integrated schools produce gifted programs that are highly segregated. In short, the use of building-level local norms trades one form of segregation for another. Implications and recommendations for gifted education and beyond are explored. A preprint version of this article is available at XXXX.

Reform and Gifted Black Students: Promising Practices in Kentucky

1994 ◽  
Vol 17 (3) ◽  
pp. 216-240
Author(s):  
Donna Y. Ford ◽  
J. John Harris
Keyword(s):  
Black Students ◽  
Educational Reform ◽  
Achievement Motivation ◽  
Gifted Education ◽  
Gifted Students ◽  
State Level ◽  
Dropping Out ◽  
Promising Practices ◽  
Reform Movements ◽  
Gifted Learners

Gifted education has had altogether too little voice in the educational reform discourse. All too often, educators and policymakers who do not work directly with the gifted assume that gifted learners require no special attention to their needs. Despite considerable evidence that such problems as underachievement, lack of achievement motivation, and dropping out of school occur often and even disproportionately among the gifted, educators and policymakers rarely address the needs of gifted students directly in the reform reports, particularly those of the 1980s. More recently, however, reform movements at the state level have adopted components that appear, albeit indirectly, to address the needs of gifted learners. Accordingly, this article highlights some of the promising components of educational reform currently underway in the Commonwealth of Kentucky and discusses their implication for gifted students in general, and gifted Black students in particular.

Legal and Institutional Functionality in the Protection of Women – Victims of Domestic Violence in the Republic of Macedonia – Present Situation and Future Perspectives

2017 ◽  
Vol 10 (2) ◽  
pp. 131
Author(s):  
Zorica Saltirovska Professor ◽  
Sunchica Dimitrijoska Professor
Keyword(s):  
Domestic Violence ◽  
Women Victims ◽  
Violence Against Women ◽  
Social Protection ◽  
National Level ◽  
Gender Based Violence ◽  
Republic Of Macedonia ◽  
The Law ◽  
The Republic ◽  
Gender Based

Gender-based violence is a form of discrimination that prevents women from enjoying the rights and liberties on an equal level with men. Inevitably, domestic violence shows the same trend of victimizing women to such a degree that the term “domestic violence” is increasingly becoming synonymous with “violence against women”. The Istanbul Convention defines domestic violence as "gender-based violence against women", or in other words "violence that is directed against a woman because she is a woman or that affects women disproportionately." The situation is similar in the Republic of Macedonia, where women are predominantly victims of domestic violence. However, the Macedonian legal framework does not define domestic violence as gender-based violence, and thus it does not define it as a specific form of discrimination against women. The national legislation stipulates that victims are to be protected in both a criminal and a civil procedure, and the Law on Prevention and Protection from Domestic Violence determines the actions of the institutions and civil organizations in the prevention of domestic violence and the protection of victims. The system for protection of victims of domestic violence closely supports the Law on Social Protection and the Law on Free Legal Aid, both of which include provisions on additional assistance for women victims of domestic violence. However, the existing legislation has multiple deficiencies and does not allow for a greater efficacy in implementing the prescribed measures for the protection of victims of domestic violence. For this reason, as well as due to the inconsistent implementation of legal solutions of this particular issue, the civil sector is constantly expressing their concern about the increasingly wider spread of domestic violence against women and about the protection capabilities at their disposal. The lack of recognition of all forms of gender-based violence, the trivial number of criminal sentences against persons who perform acts of domestic violence, the insufficient support offered to victims – including victim shelters, legal assistance, and counseling, and the lack of systematic databases on domestic violence cases on a national level, are a mere few of the many issues clearly pointing to the inevitable conclusion that the protection of women-victims of domestic violence is inadequate. Hence, the functionality and efficiency of both the existing legislation and the institutions in charge of protection and support of women – victims of domestic violence is being questioned, which is also the subject for analysis in this paper.

Applicability of management guidelines for surfing resources in California

Shore & Beach ◽  
2020 ◽  
pp. 53-64
Author(s):  
Edward Atkin ◽  
Dan Reineman ◽  
Jesse Reiblich ◽  
David Revell
Keyword(s):  
New Zealand ◽  
National Level ◽  
State Level ◽  
The United States ◽  
Management Guidelines ◽  
For Profit ◽  
Aotearoa New Zealand ◽  
Coastal Marine ◽  
Management Measures ◽  
Legal Frameworks

Surf breaks are finite, valuable, and vulnerable natural resources, that not only influence community and cultural identities, but are a source of revenue and provide a range of health benefits. Despite these values, surf breaks largely lack recognition as coastal resources and therefore the associated management measures required to maintain them. Some countries, especially those endowed with high-quality surf breaks and where the sport of surfing is accepted as mainstream, have recognized the value of surfing resources and have specific policies for their conservation. In Aotearoa New Zealand surf breaks are included within national environmental policy. Aotearoa New Zealand has recently produced Management Guidelines for Surfing Resources (MGSR), which were developed in conjunction with universities, regional authorities, not-for-profit entities, and government agencies. The MGSR provide recommendations for both consenting authorities and those wishing to undertake activities in the coastal marine area, as well as tools and techniques to aid in the management of surfing resources. While the MGSR are firmly aligned with Aotearoa New Zealand’s cultural and legal frameworks, much of their content is applicable to surf breaks worldwide. In the United States, there are several national-level and state-level statutes that are generally relevant to various aspects of surfing resources, but there is no law or policy that directly addresses them. This paper describes the MGSR, considers California’s existing governance frameworks, and examines the potential benefits of adapting and expanding the MGSR in this state.

scholarly journals Analysis of 220 Years of Floodplain Population Dynamics in the US at Different Spatial Scales

Water ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 141
Author(s):  
Firoza Akhter ◽  
Maurizio Mazzoleni ◽  
Luigia Brandimarte
Keyword(s):  
Population Dynamics ◽  
Large Scale ◽  
Spatial Scales ◽  
National Level ◽  
State Level ◽  
Economic Activities ◽  
Protection Measures ◽  
Management Planning ◽  
The Us ◽  
Over Time

In this study, we explore the long-term trends of floodplain population dynamics at different spatial scales in the contiguous United States (U.S.). We exploit different types of datasets from 1790–2010—i.e., decadal spatial distribution for the population density in the US, global floodplains dataset, large-scale data of flood occurrence and damage, and structural and nonstructural flood protection measures for the US. At the national level, we found that the population initially settled down within the floodplains and then spread across its territory over time. At the state level, we observed that flood damages and national protection measures might have contributed to a learning effect, which in turn, shaped the floodplain population dynamics over time. Finally, at the county level, other socio-economic factors such as local flood insurances, economic activities, and socio-political context may predominantly influence the dynamics. Our study shows that different influencing factors affect floodplain population dynamics at different spatial scales. These facts are crucial for a reliable development and implementation of flood risk management planning.

Not a “Nonissue”: Perceptions and Realities of Campus Carry at The University of Texas at Austin

2020 ◽  
pp. 1-13
Author(s):  
SAMPO RUOPPILA ◽  
ALBION M. BUTTERS
Keyword(s):  
Publicly Funded ◽  
Campus Life ◽  
University Of Texas ◽  
The Law ◽  
The University

As a publicly funded institution,The University of Texas at Austin had to implement the state's legislation to allow concealed handguns on campus. Yet its own Campus Carry policy has sought to erase the matter from everyday campus life. The administration deems it a “nonissue,” presuming that students have become accustomed to the idea, do not think about it actively, and have a low interest in acquiring a handgun license. This paper, based on a survey of the university's undergraduates, questions these ideas. It shows that a majority of students think that the issue is important and examines in what sense the students are troubled by its effects. While opinions differ between supporters and opponents of Campus Carry, divergences also exist within their ranks, such as among supporters of the law regarding where guns should specifically be allowed at the university. On the basis of the survey, the essay also examines how many licensed carriers are actually on campus, compared to the university's estimates.

scholarly journals A tale of two citizens: The Brey-Dano proportionality gap in UK courts and tribunals

2021 ◽  
pp. 138826272110049
Author(s):  
Victoria E. Hooton
Keyword(s):  
Decision Making ◽  
National Level ◽  
Case Law ◽  
Eu Law ◽  
The Law

The role of proportionality and individual assessments in EU residency and welfare access cases has changed significantly over the course of the last decade. This article demonstrates how a search for certainty and efficiency in this area of EU law has created greater uncertainty, more legal hurdles for citizens, and less consistency in decision-making at the national level. UK case law illustrates the difficulty faced by national authorities when interpreting and applying the rules relating to welfare access and proportionality. Ultimately, the law lacks the consistency and transparency that recent CJEU case law seeks to obtain, raising the question of whether the shift from the Court's previous, more flexible, case-by-case approach was desirable after all.

Educational Paradigm Shifts and the Effects on Educating Gifted Students in the Netherlands and Flanders

2021 ◽  
pp. 016235322110014
Author(s):  
Eleonoor van Gerven
Keyword(s):  
The Netherlands ◽  
Social Constructivism ◽  
Gifted Education ◽  
Primary Schools ◽  
Theoretical Perspective ◽  
Gifted Students ◽  
Western Society ◽  
Paradigm Shifts ◽  
Inclusive Approach ◽  
Educational Paradigm

Currently, in Western society, five significant paradigm shifts can be distinguished affecting Dutch and Flemish gifted education: (a) an inclusive approach of education, (b) response to educational needs, (c) new perspectives on giftedness, (d) social constructivism, and (e) evidence-informed teaching. In this review article, the positioning of the education of gifted students in primary schools in the Netherlands and Flanders is explained within the context of these five significant paradigm shifts. There are frictions between what is, from a theoretical perspective, desirable optimally and what can currently be realized in Dutch and Flemish education. The process of change demonstrates a need for competent specialists in gifted education. Because basic teacher competencies for the Netherlands and Flanders are already prescribed by law, the construction of a competency matrix is recommended for specialists in gifted education that combines the general teaching competencies with competencies that apply specifically for gifted education.

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