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.

INDIVIDUAL BEHAVIORS AS MOTIVATION, TASK COMMITMENT, AND LEADERSHIP EXHIBITED BY SCIENCE GIFTED STUDENTS AT SCIENCE GIFTED EDUCATION CENTER AND ITS IMPLICATIONS FOR DIFFERENTIATED INSTRUCTION

2019 ◽  
Author(s):  
Hae-Ae Seo ◽  
◽  
Jae-Ho Sim ◽  
Keyword(s):  
Differentiated Instruction ◽  
Instructional Strategies ◽  
Gifted Education ◽  
Student Leadership ◽  
Gifted Students ◽  
Behavioral Characteristics ◽  
Individual Behaviors ◽  
Enrichment Program ◽  
Task Commitment

The research aimed to explore characteristics of individual behaviors as motivation, task commitment, and leadership exhibited by science gifted students at enrichment program in science gifted education center. Results showed that motivation was highest at introduction stage, but decreased as lessons progressed. Task commitment and leadership tended to increase from planning and conducting stages. Leadership was highest at discussion stage. Each student exhibited different sequences of behavioral characteristics along lesson stages. It was called for planning individually differentiated instructional strategies. Keywords: individual behavioral characteristics, science gifted students, student leadership, task commitment.

Examining Identification Practices and Services for Young Advanced and Gifted Learners in Selected North Carolina School Districts

2020 ◽  
Vol 31 (4) ◽  
pp. 411-435
Author(s):  
Michael S. Matthews ◽  
Heather A. Rhodes
Keyword(s):  
North Carolina ◽  
School Districts ◽  
Gifted Education ◽  
Universal Screening ◽  
Second Grade ◽  
Advanced Learners ◽  
Gifted Learners ◽  
The Third ◽  
North Carolina School ◽  
Identification Practices

Because schools often do not begin formal processes to identify students with gifts and talents until the third grade, many kindergarten through second-grade teachers face challenges in identifying and meeting the needs of these learners. We examined gifted education plans from a sample of seven districts in and around the Charlotte, North Carolina, region to learn how these districts address gifted or advanced learners in kindergarten, first, and second grades in their policies. We summarize the content and range of these policies, and recommend that effective approaches should include universal screening, early identification (i.e., in kindergarten), and the use of additional pathways to identification and differentiated educational services to meet the needs of young advanced learners. We conclude with recommendations for future study in this underinvestigated area.

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.

Conceptions of Giftedness and Gifted Students

2019 ◽  
Author(s):  
Tracy L. Cross ◽  
Jennifer Riedl Cross
Keyword(s):  
Low Income ◽  
Gifted Education ◽  
Gifted Students ◽  
Talent Development ◽  
Educational Practice ◽  
Older Students ◽  
Societal Values ◽  
Environment Variables ◽  
Development Paradigm ◽  
Relevant Factors

Giftedness, the ability or potential to achieve at an exceptional (i.e., superior) level, is a social construction. The concept has undergone many shifts over the years, in response to societal values and trends. Educational researchers should know about the varied conceptions of giftedness, the definitions that have been used to identify students, and the implications of these for providing an appropriate and equitable education. The predominant conceptualization of giftedness has long been through an IQ-based model, initiated by the early work of Terman and Hollingworth, whose research focused on students who achieved the highest scores on standardized IQ tests. As more comprehensive models that include more relevant factors, in particular, intrapersonal and environment variables, have emerged, educational practice has been slow to respond. The problem of underrepresentation of students from diverse populations (e.g., African American, low-income, etc.) in gifted education services stems from the adoption of conceptions of giftedness that identify well-resourced and demographically advantaged students. Newer conceptions of giftedness acknowledge the developmental nature of giftedness. The talent development paradigm assumes that giftedness manifests as potential in young students and achievement in older students. Taking this approach requires schools to offer ample opportunity for exploration to students, who can show their potential and interest when exposed to various talent domains. Opportunities to practice and hone the skills of a domain are necessary for achievement to be expressed. One talent development model proposes that the objective of gifted education should be to produce eminence among those who participate. The challenge to schools is to create a versatile and effective conception of giftedness that can provide the services and opportunities that make it possible for all students to reach their potential, including those who can achieve at the highest level. The conception of giftedness that is adopted will determine how effectively they will meet this challenge.

Describing the Status of Programs for the Gifted

2017 ◽  
Vol 40 (1) ◽  
pp. 20-49 ◽  
Author(s):  
Carolyn M. Callahan ◽  
Tonya R. Moon ◽  
Sarah Oh
Keyword(s):  
School Districts ◽  
Gifted Education ◽  
Curriculum And Instruction ◽  
Current Practice ◽  
Gifted Students ◽  
Current Status ◽  
Teacher Qualification ◽  
District Personnel ◽  
The Status ◽  
Delivery Models

Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students, curriculum and instruction, program delivery models, financing, program evaluation, teacher qualification requirements, and professional development document a national picture of current practice. In addition, we structured data collection procedures to assess the degree to which the NAGC Pre-K–Grade 12 Gifted Education Programming Standards are used to guide programming. The resulting picture of current practices was often a mirror of practices from 20 or more years ago, suggesting a need for a national dialogue focused on reshaping gifted education for the 21st century.

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.

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.

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