Evaluation Utilization: A Review of the Literature with Implications for Gifted Education

1993 ◽  
Vol 16 (2) ◽  
pp. 171-189 ◽  
Author(s):  
Carol Tomlinson ◽  
Lori Bland ◽  
Tonya Moon
Keyword(s):  
Gifted Education ◽  
Review Of The Literature ◽  
Evaluation Design ◽  
Gifted Programs ◽  
Education Programs ◽  
Gifted Learners ◽  
Competence Evaluation ◽  
Specific Factors ◽  
Program Change

Although evaluations of education programs are conducted for a variety of reasons, there is always the expectation that findings will be used in some way. However, the utility of evaluation findings may be affected by factors related to evaluation context which are out of the evaluator's control (such as economic and political concerns), and by factors which may be at least to some degree within the control of the evaluator (such as evaluator competence, evaluation design, identification of and communication with audiences, and clarity and quality of the evaluation report). Unique goals of programs for gifted learners provide special challenges to evaluators. Findings from the general literature of evaluation utilization offer guidance to evaluators of gifted programs regarding factors which may increase the likelihood that evaluation findings will be used to produce program change, but there is a clear need for research delineating specific factors which may facilitate or impede utilization of findings from evaluations of programs for the gifted.

Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

2020 ◽  
Vol 43 (2) ◽  
pp. 108-142
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee
Keyword(s):  
Gifted Education ◽  
Culturally Relevant ◽  
The United States ◽  
Systemic Reform ◽  
Hiring Practices ◽  
Deficit Thinking ◽  
Review Of The Literature ◽  
Gifted Programs ◽  
Culturally Relevant Leadership ◽  
K 12

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

scholarly journals Reflections on Rural Gifted Education in Texas

2020 ◽  
Vol 10 (2) ◽  
pp. 119-139
Author(s):  
Katie D. Lewis ◽  
Cecelia Boswell
Keyword(s):  
Rural Communities ◽  
Gifted Education ◽  
Gifted Programs ◽  
Education Policies ◽  
Rural Districts ◽  
Gifted Learners ◽  
Gifted Program ◽  
Gifted Programming ◽  
Policies And Procedures ◽  
Pedagogy And Curriculum

Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over the last 30 years and the realities of providing gifted programs in rural school districts. Findings highlight a need for written policies and procedures for gifted programing, challenges gifted teachers face in rural districts, and the positives of being educated in a rural gifted program.

Gifted programs: Equal access in rural areas

1987 ◽  
Vol 8 (4) ◽  
pp. 3-8 ◽  
Author(s):  
Craig B. Howley ◽  
Aimee A. Howley
Keyword(s):  
Educational Policy ◽  
Gifted Education ◽  
Rural Areas ◽  
Rural Students ◽  
Equal Access ◽  
Gifted Programs ◽  
Education Programs ◽  
Gifted Education Programs

This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.

Psychological and Cognitive Aspects of Borderline Intellectual Functioning

2017 ◽  
Vol 22 (3) ◽  
pp. 159-166 ◽  
Author(s):  
Bastianina Contena ◽  
Stefano Taddei
Keyword(s):  
Quality Of Life ◽  
Systematic Review ◽  
Intellectual Functioning ◽  
Clinical Impact ◽  
Review Of The Literature ◽  
Borderline Intellectual Functioning ◽  
General Quality ◽  
Meta Analyses ◽  
Over Time

Abstract. Borderline Intellectual Functioning (BIF) refers to a global IQ ranging from 71 to 84, and it represents a condition of clinical attention for its association with other disorders and its influence on the outcomes of treatments and, in general, quality of life and adaptation. Furthermore, its definition has changed over time causing a relevant clinical impact. For this reason, a systematic review of the literature on this topic can promote an understanding of what has been studied, and can differentiate what is currently attributable to BIF from that which cannot be associated with this kind of intellectual functioning. Using Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) criteria, we have conducted a review of the literature about BIF. The results suggest that this condition is still associated with mental retardation, and only a few studies have focused specifically on this condition.

Physical capital stock, technological upgrading and modernisation in Hungary

2005 ◽  
Vol 55 (2) ◽  
pp. 201-221 ◽  
Author(s):  
Andrea Szalavetz
Keyword(s):  
Capital Accumulation ◽  
Physical Capital ◽  
Developed Countries ◽  
Point Of View ◽  
Technology Generation ◽  
Development Policies ◽  
Specific Factors ◽  
Physical Capital Accumulation

This paper discusses the relation between the quality and quantity indicators of physical capital and modernisation. While international academic literature emphasises the role of intangible factors enabling technology generation and absorption rather than that of physical capital accumulation, this paper argues that the quantity and quality of physical capital are important modernisation factors, particularly in the case of small, undercapitalised countries that recently integrated into the world economy. The paper shows that in Hungary, as opposed to developed countries, the technological upgrading of capital assets was not necessarily accompanied by the upgrading of human capital i.e. the thesis of capital skill complementarity did not apply to the first decade of transformation and capital accumulation in Hungary. Finally, the paper shows that there are large differences between the average technological levels of individual industries. The dualism of the Hungarian economy, which is also manifest in terms of differences in the size of individual industries' technological gaps, is a disadvantage from the point of view of competitiveness. The increasing differences in the size of the technological gaps can be explained not only with industry-specific factors, but also with the weakness of technology and regional development policies, as well as with institutional deficiencies.

Strategies for mitigating burnout among early career doctors in Nigeria: lessons learnt from the qualitative CHARTING study

2020 ◽  
Vol 3 (1) ◽  
pp. 97-103 ◽  
Author(s):  
Oladimeji Adebayo ◽  
Kehinde Kanmodi ◽  
Olusegun Olaopa ◽  
Omotayo Francis Fagbule ◽  
Iyanu Adufe ◽  
...  
Keyword(s):  
Sampling Method ◽  
Psychosocial Problems ◽  
Early Career ◽  
Leadership Positions ◽  
Group Discussions ◽  
Psychological Review ◽  
Psychological Issues ◽  
Specific Factors ◽  
Stakeholder Dialog

AbstractBackgroundEarly career doctors (ECDs) are faced with many challenges due to their transition from undergraduate medical/dental studentship to being postgraduate doctors and being in an early phase of their career. The specific factors that affect ECDs in their careers and endeavors at the workplace range from poor remuneration, particularly in developing countries, to psychosocial problems (such as burnout [BO] syndrome). There is a dearth of information on BO among ECDs in Nigeria. This qualitative study aims to explore the opinions of ECDs in Nigeria on the causal/predisposing factors of BO, effects of BO, and strategies for mitigating BO among ECDs in Nigeria.MethodUsing purposive sampling method, two sessions of focus group discussions (FGDs) involving 14 ECDs (key informants) holding key leadership positions and who were delegates of other ECDs in Nigeria were conducted to explore their experiences on psychological issues among ECDs. Data collected were transcribed and analyzed thematically.ResultsBO is an issue of serious concern among ECDs in Nigeria. The causes of BO are diverse, some of which include low staff strength, prolonged work hours, wrong counseling, lack of job description and specification, and abuse of powers by trainers. In order to mitigate the issue of BO among ECDs, the respondents recommended that work policy review, medical workforce strengthening, stakeholder dialog on ECDs’ welfare, regular psychological review of ECDs, and provision of free yearly medicals need to be looked into. Conclusion: Our findings revealed that the participants considered BO issues among ECDs to be common, and it affected their performance and the overall quality of care in Nigeria health system. Based on our findings, there is an urgent need to mitigate the problem of emotional exhaustion among ECDs in Nigeria.

Meeting the Needs of Gifted Learners Who Just Don’t ‘Fit’: Parent Perspectives

2019 ◽  
pp. 6-16
Author(s):  
Nadine Ballam ◽  
Anne Sturgess
Keyword(s):  
New Zealand ◽  
Gifted Education ◽  
Support Staff ◽  
Learning Approach ◽  
Full Time ◽  
Parent Perspectives ◽  
Structured Interviews ◽  
Gifted Learners ◽  
Initial Cohort ◽  
Data Informed

In February 2018, a full-time provider of gifted education opened in New Zealand with its initial cohort of children. This provider catered for learners from ages 1-15 years who did not ‘fit’ in mainstream education settings. This paper reports on a research project that focused on the effectiveness of the learning approach at this school in its inaugural year. Two sources of data informed this research, including semi-structured interviews with parents and learning and support staff, and an analysis of documents related to the philosophy, curriculum, and learning approach. This paper reports on benefits and limitations of the learning approach identified by the parent participants in the study.

Sign in / Sign up

Export Citation Format

Share Document