scholarly journals Evaluation of Gifted Programs: Current Practices

1993 ◽  
Vol 16 (2) ◽  
pp. 190-200 ◽  
Author(s):  
Scott L. Hunsaker ◽  
Carolyn M. Callahan
Keyword(s):  
Private School ◽  
Program Improvement ◽  
Promising Practices ◽  
University Of Virginia ◽  
Evaluation Design ◽  
Gifted Programs ◽  
Analysis Techniques ◽  
Gifted Program ◽  
Program Evaluations ◽  
The University

In an effort to describe current gifted program evaluation practices, a review of articles, ERIC documents, and dissertations were supplemented by evaluation reports solicited by The National Research Center on the Gifted e) Talented at The University of Virginia from public school, private school, and professional sources. Seventy evaluation reports were received. These were coded according to ten variables dealing with evaluation design, methodology, and usefulness. Frequencies and chi squares were computed for each variable. A major concern brought out by this study is the paucity of evaluation reports/results made available to the NRC G/T. This may be due to a lack of gifted program evaluations, or to dissatisfaction with evaluation designs and results. Other concerns included lack of methodological sophistication, reporting, and utility concerns. Some promising practices were apparent in the studies reviewed. A large sub-set of the evaluations were done for program improvement and employed multiple methodologies, sources, analysis techniques, and reporting formats with utility practices that produce needed changes. In addition, most evaluations focused on a number of key areas in the gifted program rather than settling for generalized impressions about the program.

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.

An Interview with Carolyn M. Callahan

1993 ◽  
Vol 16 (3) ◽  
pp. 28-33 ◽  
Author(s):  
Robert J. Kirschenbaum
Keyword(s):  
Gifted Education ◽  
Gifted Children ◽  
School Of Education ◽  
University Of Virginia ◽  
Gifted Programs ◽  
The Board Of Directors ◽  
Enrichment Program ◽  
Gifted Females ◽  
The University

This is the conclusion of Robert Kirschenbaum's interview with Carolyn Callahan. Dr. Callahan is Professor of Educational Studies, Curry School of Education at the University of Virginia in Charlottesville. She is Director of the University of Virginia Enrichment Program. She has been the Editor of the Journal for the Education of the Gifted, President of the Association for the Gifted, and is currently on the Board of Directors for the National Association for Gifted Children. She is on the editorial board of several journals in the field of gifted education. Her publications have often focused on the education of gifted females and the evaluation of gifted programs. In addition, she was chosen as the Outstanding Faculty Member of the Commonwealth of Virginia in 1988. Dr. Callahan was interviewed by phone from her residence in Charlottesville in June, 1990.

scholarly journals An Alumni Survey as a Needs Assessment for Curriculum Improvement in Obstetrics and Gynecology

2012 ◽  
Vol 4 (3) ◽  
pp. 317-321 ◽  
Author(s):  
Diana Curran ◽  
Xiao Xu ◽  
Samantha Dewald ◽  
Timothy R. B. Johnson ◽  
R. Kevin Reynolds
Keyword(s):  
Residency Program ◽  
Online Survey ◽  
Laparoscopic Hysterectomy ◽  
Vaginal Surgery ◽  
Program Improvement ◽  
Obstetrics And Gynecology ◽  
Independent Practice ◽  
Program Evaluations ◽  
The University ◽  
Alumni Survey

Abstract Background The Accreditation Council for Graduate Medical Education requirements recommend using outside measures to perform annual residency program evaluations to identify areas for program improvement. Objective The aim of the study was to identify areas for residency program improvement via an alumni survey. Methods An anonymous online survey was sent to the last 10 years of graduates from our obstetrics and gynecology residency program. Results Response rate was 63% (34 of 54). All respondents reported being comfortable serving as gynecologic consultants. More than 75% (26 of 54) reported being comfortable performing abdominal hysterectomies, vaginal hysterectomies, basic and complex laparoscopies, and vaginal surgery. Regarding management of urologic injuries, the participants' responses varied, with 58% (20 of 34) reporting they felt prepared, 21% (7 of 34) with neutral responses, and 21% (7 of 34) reporting they felt unprepared. For total laparoscopic hysterectomy, 65% (22 of 34) reported feeling prepared, 29% (10 of 34) reported they felt unprepared, and 9% (3 of 34) reported they felt neutral. All respondents indicated that he or she would still choose the obstetrics and gynecology residency program at the University of Michigan. Conclusion An alumni survey can provide useful outside measures for training programs to assess their effectiveness in preparing their graduates for independent practice. Results of alumni surveys can provide a blueprint for program improvement.

Characteristics of Elementary Students Entering Gifted Programs: The Learning Outcomes Project at the University of Virginia

1992 ◽  
Vol 15 (4) ◽  
pp. 309-331 ◽  
Author(s):  
Dewey G. Cornell ◽  
Marcia A. B. Delcourt ◽  
Marc D. Goldberg ◽  
Lori C. Bland
Keyword(s):  
Learning Outcomes ◽  
Gifted Students ◽  
University Of Virginia ◽  
Gifted Programs ◽  
Initial Report ◽  
Pull Out ◽  
Regular Classrooms ◽  
Different Types ◽  
Delivery Options ◽  
The University

This paper presents results from the first round of data collection for the Learning Outcomes Project at the University of Virginia, an ongoing, longitudinal investigation of over 1,100 elementary school children receiving different types of gifted services or regular classrooms. This initial report compares 5 types of services for gifted: within regular classrooms; through pull-out resource rooms; ability grouping in separate classes; special schools; no program offerings. Gifted students are also compared with two groups of students in regular classrooms: classmates of gifted students and students identified as gifted in schools without available gifted programs. Overall results indicate that students selected for all types of gifted services were well above grade level in academic achievement. There were significant differences in the achievement levels, self-concepts, and teacher ratings of students selected for different types of gifted services. These results have implications for both researchers and educators in comparing the effectiveness of different types of gifted service delivery options.

Injector for a 100-500 kV Linac Electron Microscopy Source

1967 ◽  
Vol 25 ◽  
pp. 274-275
Author(s):  
John W. Coleman
Keyword(s):  
Electron Microscopy ◽  
Linear Accelerator ◽  
Beam Current ◽  
Ion Trapping ◽  
University Of Virginia ◽  
Electron Injector ◽  
Illumination System ◽  
Radio Corporation Of America ◽  
The University ◽  
Optical Integration

The injector to be described is a component in the Electron Injector-Linear Accelerator—Condenser Module for illumination used on the variable 100-500kV electron microscope being built at the Radio Corporation of America for the University of Virginia.The injector is an independently powered, autonomous unit, operating at a constant 6kV positive with respect to accelerator potential, thereby making beam current independent of accelerator potential. The injector provides for on-axis ion trapping to prolong filament lifetime, and incorporates a derived Einzel lens for optical integration into the overall illumination system for microscopy. Electrostatic beam deflectors for alignment are an integral part of the apparatus. The entire injector unit is cantilevered off a door for side loading, and is topped with a 4-filament turret released electrically but driven by a self-contained Negator spring motor.

Re-thinking morbidity and mortality

Diagnosis ◽  
2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Sumner Abraham ◽  
Andrew Parsons ◽  
Brian Uthlaut ◽  
Peggy Plews-Ogan
Keyword(s):  
Cognitive Biases ◽  
Diagnostic Errors ◽  
Dual Process ◽  
Morbidity And Mortality ◽  
Dual Process Theory ◽  
Habits Of Mind ◽  
Thought Processes ◽  
University Of Virginia ◽  
Self Reflection ◽  
The University

AbstractDespite the breadth of patient safety initiatives, physicians talking about their mistakes to other physicians is a difficult thing to do. This difficulty may be exacerbated by a limited exposure to how to analyze and discuss mistakes and respond in a productive way. At the University of Virginia, we recognized the importance of understanding cognitive biases for residents in both their clinical and personal professional development. We re-designed our resident led morbidity and mortality (M&M) conference using a model that integrates dual-process theory and metacognition to promote informed reflection and analysis of cognitive diagnostic errors. We believe that structuring M&M in this way builds a culture that encourages reflection together to learn our most difficult diagnostic errors and to engage in where our thought processes went wrong. In slowly building this culture, we hope to inoculate residents with the habits of mind that can best protect them from harmful biases in their clinical reasoning while instilling a culture of self-reflection.

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.

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