Developing a Strong Home–School Connection to Better Identify and Serve Culturally, Linguistically, and Economically Diverse Gifted and Talented Students

2020 ◽  
Vol 43 (4) ◽  
pp. 231-238
Author(s):  
Kari Lockhart ◽  
Rachel U. Mun
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
School Environment ◽  
Underrepresented Students ◽  
Home School ◽  
Rural Students ◽  
Engagement Strategies ◽  
School Connection ◽  
Talented Students ◽  
Identification Practices

Scholars and practitioners of gifted education have made strides in recognizing the need for equitable identification practices, as well as acknowledging the importance of culturally relevant teaching practices, so that students from traditionally underrepresented student populations (i.e., culturally, linguistically, and economically diverse [CLED] students, rural students) have the opportunity to develop their unique gifts and talents. However, little attention has been paid to the vital roles that parent/family and community have in shaping a gifted and talented child’s future. The relationship between students’ families, communities, and their school is often an overlooked variable, but one that has the potential to make significant improvements in gifted education for traditionally underrepresented students in gifted education. This article identifies potential barriers to forming strong home–school connections and outlines specific strategies for overcoming these stumbling blocks. We discuss ways in which teachers and administrators can utilize specific engagement strategies, rethink structures within the school environment, and employ responsive attitudes and behaviors to cultivate strong, healthy home–school connections.

Educational and socio-pedagogical factors for talent development in the school environment –analysis of survey

2021 ◽  
Vol 29 (1) ◽  
Author(s):  
Yonko Hristov ◽  
◽  
Tanya Misheva ◽  
◽  
Keyword(s):  
Comparative Analysis ◽  
Gifted And Talented ◽  
School Environment ◽  
Talent Development ◽  
Educational Resources ◽  
Gifted Children ◽  
Educational Design ◽  
Environment Analysis ◽  
Talented Students

The article examines some educational and socio-pedagogical factors for finding supporting and developing gifted and talented students on the basis of a comparative analysis prepared after a survey in two schools in Veliko Tarnovo. The research raises questions related to the need for in- depth socio-pedagogical work, special educational design additional pedagogical qualification and educational resources for gifted children in the Bulgarian school.

Promise for the Future Gifted Education in Rural Communities

1995 ◽  
Vol 14 (2) ◽  
pp. 39-46 ◽  
Author(s):  
Shirley Aamidor ◽  
Howard H. Spicker
Keyword(s):  
Rural Communities ◽  
Computer Technology ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Children ◽  
Culturally Specific ◽  
School Corporations ◽  
Curriculum Intervention ◽  
Individual Assessment ◽  
Talented Students

In this article, the narrow, standardized criteria rural school corporations typically use to identify gifted and talented students are examined. The authors suggest that individual assessment be comprehensive and culturally specific. Particular procedures are recommended to assist in the identification of rural gifted children who are disadvantaged. Additionally, examples of appropriate curriculum intervention, specifically using the resources and talents of rural communities, are presented along with recommendations for using computer technology to link rural communities with other places and other people.

Looking Outward: Exploring the Intersections of Sociocultural Theory and Gifted Education

2005 ◽  
Vol 17 (1) ◽  
pp. 48-55 ◽  
Author(s):  
Kimberly McGlonn-Nelson
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Sociocultural Theory ◽  
New Teachers ◽  
Gifted Students ◽  
Educational Services ◽  
Talented Students ◽  
Interdisciplinary Theory

As scholars in the field of gifted education continue to explore ways of improving the educational services provided to gifted and talented students, attention must be paid to the infinite amount of potential that an interdisciplinary theory offers. To this end, the following essay explores the intersections of sociocultural theory and gifted education. More specifically, it extends sociocultural theory to the field of gifted education by proposing a new lens for not only expanding the responsibilities of the field in terms of its ability to properly identify gifted students, but also for educating new teachers of the gifted.

International Perspectives: Looking Back and Thinking Ahead

2002 ◽  
Vol 25 (2) ◽  
pp. 46-49 ◽  
Author(s):  
Tracy Riley
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
New Era ◽  
The Past ◽  
International Perspectives ◽  
New Year’S Eve ◽  
Exciting Time ◽  
Talented Students ◽  
Looking Back

As I begin my seventh year of life in New Zealand, I've been reflecting upon the first six and looking forward to the future. I suppose this is reminiscent of New Year's Eve celebrations: looking back and thinking ahead. Over the past few years, many changes have taken place in the education of New Zealand's gifted and talented students. It's been an exciting time for advocates of gifted education, described by Roger Moltzen (1996) as a “new era” that “may hold more promise than previous periods” (p. 1).

Rethinking Gifted Education in Tanzania: Toward Its Development in the Country

2021 ◽  
Vol 44 (4) ◽  
pp. 216-227
Author(s):  
Joseph Reginard Milinga
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Socioeconomic Development ◽  
Science And Technology ◽  
Proposed Model ◽  
Talented Students

Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.

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.

scholarly journals Counselling services for gifted students in Malaysia: A qualitative exploration

2018 ◽  
Vol 7 (2.10) ◽  
pp. 66 ◽  
Author(s):  
Abu Yazid Abu Bakar ◽  
Zulkarnin Zakaria
Keyword(s):  
Best Practices ◽  
Gifted And Talented ◽  
School Environment ◽  
Gifted Students ◽  
Education Programme ◽  
Counselling Service ◽  
Counselling Services ◽  
Depth Interview ◽  
Talented Students ◽  
Qualitative Exploration

This research is conducted to study in detail issues regarding the perception and experience of local gifted and talented students towards guidance and counselling service in their school environment. Research sample includes 30 students from the first and second cohort in a ‘lab’ school that provides a special-need education programme for the gifted and talented students. This qualitative study combines focus group and in-depth interview as data collection method, and the data is analysed in detail using NVivo version 10.0.  Findings show that the issues affecting the local gifted and talented students are related to their career and academic pathway as well as psychosocial being. Their uncertainties have encouraged them to seek for guidance and counselling services. Findings also indicate that the students’ perception and experience on the guidance and counselling service in general are made of both positive and negative reactions.  The overall findings are discussed in the context of suggestions for best practices and differentiated school counselling services that cater towards local gifted and talented student’s population.  

scholarly journals Teaching Chemistry in Rural America: A Comparative Study Examining Innovative Informal Education and Applied Science Approaches to Improving Engagement

2016 ◽  
Vol 4 (2) ◽  
pp. 48
Author(s):  
Gregory Van Doren ◽  
Lawrence Kevin Duffy
Keyword(s):  
Science Education ◽  
Rural Areas ◽  
School Environment ◽  
Informal Education ◽  
Underrepresented Students ◽  
Community Setting ◽  
Informal Science Education ◽  
Applied Science ◽  
Rural Students ◽  
Self Assessments

<p>How to engage underrepresented students in Science and Engineering careers is an important challenge in most rural areas. A formal school environment is not always the best place to learn for many students. Informal, place-based, culturally relevant and applied Science education can be used to engage many students commonly bypassed by formal lecture approaches. Integration of traditional “western” Science with traditional local culture has been proposed to increase engagement and broaden the participation of rural students in Science courses. Principles of chemistry such as colors and dyes were taught in both standard University classes and community workshops. Participant self-assessments were compared with self-assessments of students in introductory chemistry courses at two Universities. The formal course data correlated prior knowledge of content to increased learning gains for basic chemistry concepts. The community workshop participant responses differed with those of formal University students, indicating both location and context of the presentation as factors in engagement. When held in a University classroom and laboratory, where ideas were not related to local cultures and places, learning outcomes were lower in applied knowledge compared to workshops held at a cultural center. A long-term commitment to informal Science education in a community setting is a promising approach to improving diversity in the Science workforce by using applied Science topics and cultural relevance to teach basic concepts.</p>

State Policies and Equal Opportunity: The Example of Gifted Education

2004 ◽  
Vol 26 (1) ◽  
pp. 39-64 ◽  
Author(s):  
Bruce D. Baker ◽  
Reva Friedman-Nimz
Keyword(s):  
Low Income ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Equal Opportunity ◽  
State Policies ◽  
State Aid ◽  
Gifted Children ◽  
Low Income Students ◽  
Using Data ◽  
Talented Students

This study explores the relationship between state policies, including state mandates and state aid allocations, and the distribution of educational opportunities. Specifically, we analyze the availability of and participation rates in programs for gifted and talented students using data from the Common Core of Data 1993–94 and the Schools and Staffing Survey 1993–94. Analyses herein suggest that program mandates and funding may be effective tools for increasing the distribution of opportunities for gifted children. However, models of both aid distribution and opportunity distribution indicate a tendency of states more significantly involved in gifted education, as indicated by mandates and funding, to promote regressive distributions of opportunities (greater availability in schools with fewer low-income students) through regressive distributions of aid (higher levels of aid to districts with fewer children in poverty). More specific case analyses, however, reveal that some states like Virginia may be taking steps to promote more neutral distributions of opportunities through more progressive allocations of state aid.

Provisions for Gifted and Talented Students in Queensland Rural and Remote High Schools

2020 ◽  
pp. 5-16
Keyword(s):  
High Schools ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Document Analysis ◽  
Rural And Remote ◽  
Remote Areas ◽  
Support Measures ◽  
Rural And Remote Areas ◽  
Talented Students

This study investigated the provisions and other support measures available to gifted students in rural and remote Queensland high schools through a systematic website and document analysis. The aims of the study were to identify those provisions and measures being implemented for identified gifted students in rural and remote Queensland high schools, to identify the provisions and supportive measures that are being implemented most often, and the attitudes in rural and remote Queensland high schools toward provisions and supportive measures for gifted education. One of the recommendations of the study is the need for further in-depth research on provisions and supportive measures for gifted students living in rural and remote areas of Queensland.

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