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.

scholarly journals Gifted Rural Learners: Exploring Power, Place, and Privilege with a Focus on Promising Practices

2020 ◽  
Vol 10 (2) ◽  
pp. 1-10
Author(s):  
Angela M. Novak
Keyword(s):  
Rural Education ◽  
Sense Of Place ◽  
Gifted Education ◽  
Gifted Students ◽  
Rural Students ◽  
Promising Practices ◽  
Special Issue ◽  
Introductory Article

This special issue of Theory & Practice in Rural Education highlights gifted rural learners; the call sought papers on the concepts of power, place, privilege, or promising practices in the field of gifted rurality. This introductory article provides a brief synopsis of each of the seven peer reviewed articles and an analysis of three principal themes that emerged from the articles: equity, identity, and a sense of place. Additionally, three questions regarding gifted rurality are explored: How does gifted education view equity in the context of rurality? How does intersectionality impact gifted students? How does (or should) gifted education as a field adjust in order to recognize the strengths and assets of our gifted rural students?

Understanding and working with gifted learners: 'They're not bringing my brain out' (Book Review)

2021 ◽  
pp. 69-70
Author(s):  
Marie McGregor
Keyword(s):  
Professional Learning ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Learners ◽  
Insight Into

Two questions that often plague teachers are ‘How can I identify gifted students?’ and ‘How can I best teach gifted students?’ Rosemary Cathcart addresses each of these questions in her book, Understanding and working with gifted learners. “They’re not bringing my brain out”. Cathcart has worked in gifted education since the early 1980s, and in 2005 established Responding to Exceptional Ability in Children (REACH) Education, a specialist education consultancy that offers professional learning for teachers. Understanding and working with gifted learners. “They’re not bringing my brain out” aims to provide anyone an insight into the gifted individual, and presents some practical strategies to identify and respond to the gifted learner.

scholarly journals Perfectionism and Academic Self-Handicapped among Gifted Students: An Explanatory Model

2020 ◽  
Vol 9 (2) ◽  
pp. 195
Author(s):  
Ali M. Alodat ◽  
Moawyah M. Abu Ghazal ◽  
Firas A. Al-Hamouri
Keyword(s):  
Gifted Education ◽  
Mixed Method ◽  
Gifted Students ◽  
Explanatory Model ◽  
Group Discussions ◽  
Factors Associated ◽  
Gifted Learners ◽  
Educational Implications ◽  
The Relationship ◽  
Method Approach

This study aimed to examine the relationship between perfectionism and academic self-handicapping strategies among gifted students in Jordan. This study used a mixed-method approach to explore the relationship as well as exploring any other factors associated with using such strategies. The Revised Almost Perfect Scale (APS-R) and the Academic Self-Handicapping Strategies Scale were used to measure perfectionism and academic self-handicapping among 242 gifted students on a high school for gifted learners. Subsequently, the researchers conducted four focus group discussions with 23 gifted students to identify the factors that may lead those students to use self-handicapping strategies. The results showed that Self-handicapped students were 4.58 times more likely to be maladaptive perfectionists than non-self-handicapped students. The results also revealed a combination of environmental, personal, and cultural factors that contributed to the use of these strategies by gifted students. This study has proposed an explanatory model to illustrate the relationship between perfectionism, academic self-handicapping, and factors that might be related. Finally, this study provided a range of educational implications that can be used in the field of gifted education.

Good Teaching for One and All: Does Gifted Education Have an Instructional Identity?

1997 ◽  
Vol 20 (2) ◽  
pp. 155-174 ◽  
Author(s):  
Carol Ann Tomlinson
Keyword(s):  
Instructional Strategies ◽  
Gifted Education ◽  
Curriculum And Instruction ◽  
Gifted Students ◽  
Educational Practice ◽  
General Educators ◽  
Good Teaching ◽  
Advanced Learners ◽  
Gifted Learners ◽  
Alternate Model

Educators of the gifted rationalize offering special curricula for gifted learners based on (a) the nature of the learning environment established for these learners; (b) constructivist principles of content, process, and product; and/or (c) use of a range of instructional strategies associated with programs for gifted learners. General educators find such defenses for gifted education little more than an argument for “good education.” This essay proposes an alternate model of curriculum and instruction suited to advanced learners. Use of such a model should strengthen both educational practice and research focused on talent development in gifted students.

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.

A National Survey of Current Legislative and Policy Trends in Gifted Education: Life after the National Excellence Report

1998 ◽  
Vol 21 (3) ◽  
pp. 352-371 ◽  
Author(s):  
Mary S. Landrum ◽  
Antonis Katsiyannis ◽  
Jan DeWaard
Keyword(s):  
National Survey ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Programs ◽  
Department Of Education ◽  
Educational Practices ◽  
Gifted Learners ◽  
Critical Issues ◽  
Policy Mandates ◽  
State Legislative

Recent reports on the existence and nature of educational programs for gifted learners have indicated that current educational practices in gifted education vary in both availability and quality. One such report, National Excellence: A Case for Developing America's Talent (U.S. Department of Education, U.S. DOE, 1993), identified critical issues and established 7 initiatives for the improvement of the education of gifted students. This study examined the nature and availability of state legislative and policy provisions for gifted students as well as state efforts to address the report's 7 initiatives. Results indicated that progress in state efforts on the 7 initiatives have been mixed, with significant gains in some areas contrasted by minimal or no progress in others. Gains in gifted education, however, occurred at the same time that legislation and policy mandates in gifted education decreased.

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.

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

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.

Validity Evidence of The HOPE Scale in Korea: Identifying Gifted Students From Low-Income and Multicultural Families

2021 ◽  
pp. 001698622110245
Author(s):  
Hyeseong Lee ◽  
Marcia Gentry ◽  
Yukiko Maeda
Keyword(s):  
Factor Analysis ◽  
Confirmatory Factor Analysis ◽  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Factor Loading ◽  
Social Characteristics ◽  
Confirmatory Factor ◽  
Gifted Education Teachers ◽  
Low Income Families

The underrepresentation of students from low-income families and of culturally diverse students is a longstanding and pervasive problem in the field of gifted education. Teachers play an important role in equitably identifying and serving students in gifted education; therefore, the Having Opportunities Promotes Excellence (HOPE) Scale was used in this study with a sample of Korean elementary school teachers ( n = 55) and their students ( n = 1,157). Confirmatory factor analysis and multigroup confirmatory factor analysis results suggested the HOPE Scale shows equivalence of model form, factor loading, and factor variances across different income and ethnic groups. A follow-up interview with teachers ( n = 6) revealed they acknowledged the importance of using the HOPE Scale as an additional method for identifying gifted students; however, they indicated less confidence about rating gifted students’ social characteristics compared with academic components in the HOPE Scale.

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