A Reflective Conversation with Loretta Bradley: Issues in Counseling the Gifted and Talented Student

2005 ◽  
Vol 19 (3) ◽  
pp. 236-244 ◽  
Author(s):  
Michael F. Shaughnessy ◽  
Loretta Bradley
Keyword(s):  
Gifted And Talented ◽  
Talented Student ◽  
Reflective Conversation

scholarly journals Local Norms for Gifted and Talented Student Identification: Everything You Need to Know

2021 ◽  
Vol 44 (2) ◽  
pp. 93-104
Author(s):  
Scott J. Peters ◽  
Matthew C. Makel ◽  
Karen Rambo-Hernandez
Keyword(s):  
Gifted And Talented ◽  
Educational Programs ◽  
Popular Media ◽  
Gifted Identification ◽  
Identification Process ◽  
Talented Student ◽  
External Resources ◽  
Additional Challenge ◽  
Local Norms ◽  
Stated Purpose

Conversations over who should be identified as gifted continue perpetually both within the field and in the popular media. In this article, we focus on the use of local norms as one approach to gifted identification that can increase the equity of advanced educational programs and services while also better achieving their stated purpose of providing additional challenge to those students who need it. In this article, we define local norms, explain their purpose, provide examples of schools that have used local norms, discuss common challenges, and provide a tutorial and external resources on how schools can begin to use local norms as part of their gifted identification process.

scholarly journals Local Norms for Gifted and Talented Student Identification: Everything you Need to Know

2020 ◽  
Author(s):  
Scott J. Peters ◽  
Matthew C. Makel ◽  
Karen E Rambo-Hernandez
Keyword(s):  
Gifted And Talented ◽  
Educational Programs ◽  
Popular Media ◽  
Talented Student ◽  
Additional Challenge ◽  
Local Norms ◽  
Student Identification ◽  
Stated Purpose

Conversations over who should be identified as “gifted” continue perpetually both within the fieldand in the popular media. In this paper, we focus on the use of local norms as one approach togifted identification that can increase the equity of advanced educational programs and serviceswhile also better achieving their stated purpose of providing additional challenge to thosestudents who need it. In this paper, we define local norms, explain their purpose, provideexamples of schools who have used local norms, discuss common challenges, and finally weprovide a “how to” tutorial on how schools can begin to use local norms as part of their giftedidentification process.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

Many Faces Have I

1997 ◽  
Vol 3 (3) ◽  
pp. 180-183
Author(s):  
Joseph T. Zilliox ◽  
Shannon G. Lowrey
Keyword(s):  
Gifted And Talented ◽  
Sixth Grade ◽  
Talented Student ◽  
Mathematical Association ◽  
Learning Mathematics

We have always attempted to involve as many people as possible-teachers, students, and classroom visitors-in making decisions about the content and process of learning mathematics in our sixth-grade class. In so doing, we have all learned together. While investigating properties of polygon and polyhedra, a challenge was posed to the class. The challenge appeared in Focus, a publication of the Mathematical Association of America (MM) (1994). A class of gifted and talented student in Maryland had constructed a large polyhedron with faces that measured thirteen inche to a side. The new letter contained a challenge to reader to better this record.

Raising the Self-Esteem of on Artistically Talented Student in the Regular Classroom

1998 ◽  
Vol 21 (4) ◽  
pp. 22-29
Author(s):  
Christiane Kendrick
Keyword(s):  
Gifted And Talented ◽  
Self Esteem ◽  
The Self ◽  
Regular Classroom ◽  
Art Programs ◽  
Talented Student ◽  
Artistically Talented ◽  
Talented Students ◽  
Enhanced Learning

This case study shows how art raises self-esteem in students and how art programs offer opportunities for students to be identified for gifted and talented programs. Programs offering nurturance, guidance, and challenges are needed in gifted and talented students’ lives. Without opportunities for enhanced learning, we fail to educate children to their greatest potentials.

Sign in / Sign up

Export Citation Format

Share Document