Going Beyond Lip Service When It Comes to Equity: Characteristics of Equity-Minded, Culturally Responsive Allies in Gifted and Talented Education

2021 ◽  
Vol 44 (3) ◽  
pp. 174-178
Author(s):  
Donna Y. Ford ◽  
Joy Lawson Davis ◽  
Gilman W. Whiting ◽  
James L. Moore
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Culturally Responsive ◽  
Hispanic Students ◽  
Psychosocial Needs ◽  
Gifted And Talented Education ◽  
History Of

The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of advanced programming. They conclude by describing 10 characteristics of culturally responsive, equity-minded allies.

Teachers' and Counsellors' Perspectives on Gifted Children and Gifted Education: New Zealand and Japan

2009 ◽  
Vol 25 (2) ◽  
pp. 187-193
Author(s):  
Aya Shibata ◽  
Dianne Forbes
Keyword(s):  
New Zealand ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Future Research ◽  
Gifted Children ◽  
Structured Interviews ◽  
Gifted And Talented Education ◽  
Cultural Concepts ◽  
School Counsellors ◽  
Comparative Case Studies

This article reports on the key findings of a recent study undertaken by Aya Shibata, exploring teachers' and counsellors' perceptions of gifted children and of gifted education policy in New Zealand and Japan. The study took the form of qualitative, comparative case studies, and involved semi-structured interviews with teachers and school counsellors in New Zealand and Japan. Key findings highlight a lack of official support for gifted education in Japan, while acknowledging the place of out-of-school, private programmes as a form of gifted education. The study offers insight into Japanese cultural concepts relevant to gifted and talented education, and suggests directions for future research.

scholarly journals The Application of Differential Normative Criteria to the Gifted Education Screening Phase: Implications for Demographic Representation

2019 ◽  
Author(s):  
Scott J. Peters ◽  
Matthew McBee
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Evaluation Criteria ◽  
Screening Criteria ◽  
Underrepresented Groups ◽  
Gifted And Talented Education ◽  
Demographic Representation ◽  
Normative Criteria ◽  
Gifted Education Programs ◽  
Racial Ethnic

Scholars and practitioners within gifted and talented education have devoted substantial effort to understanding and mitigating the disproportional representation of students from certain racial / ethnic, income, language, and disability groups. In mitigating this underrepresentation, most research has focused on the actual identification or evaluation criteria, with comparatively little research considering how the screening phase might be manipulated in order to facilitate the proportional identification of underrepresented groups. This paper uses numerical methods to evaluate if, and under what conditions, modified screening criteria can be used as a way to increase the representation of traditionally underrepresented groups in gifted education programs. The results show that this intervention has only a modest effect on reducing disproportionality. It can only have an impact when the identification process is poorly-designed at baseline.

scholarly journals Giftedness as a framework of inclusive education

2021 ◽  
pp. 026142942110491
Author(s):  
C. Owen Lo ◽  
Rachel C. Lin-Yang ◽  
Megan Chrostowski
Keyword(s):  
Inclusive Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
First Language ◽  
Learning Needs ◽  
Gifted And Talented Education ◽  
Self Actualization ◽  
Self Knowledge ◽  
Special Learning Needs ◽  
Education Discourse

As societies move toward a deeper engagement with humanitarianism and egalitarianism, education systems have increasingly embodied a commitment to principles of inclusion. The field of gifted and talented education (GATE) has reflected these changes in recent discussions around equity, diversity, and inclusive practices. This article aims to re-examine the practices of gifted education and rethink the possibility of generating an egalitarianism-based, GATE-derived inclusive education discourse that can serve as a parallel to the predominant humanitarianism-drive inclusive education movement. Within a discourse of self-actualization, we propose framing “gifted” as a process-based, rather than person-based, construct that applies to all students as they are enabled to transact their gifts and talents through engaging in a “gift-ed” process through honing self-knowledge and learning gifted behaviors. We advocate the use of person-first language, (i.e., students with advanced learning needs/advanced and special learning needs (ALN/ASLN)) that will encourage specific interventions.

International Perspectives: Practicing What We Preach: The Reality Factors in Talent Development

2003 ◽  
Vol 26 (1) ◽  
pp. 45-49
Author(s):  
Tracy Riley
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Talent Development ◽  
Ivory Tower ◽  
Teaching Experiences ◽  
Gifted And Talented Education ◽  
International Perspectives ◽  
As If

As a university academic in gifted and talented education with a fifth-floor office in the Tower Block, the age-old “ivory tower” analogy felt as if it were becoming all too real. Lecturing teachers on the principles of gifted education is fairly easy to do when you've read the books, attended the conferences, studied the research and so on, but the gap between my own teaching experiences and today's lectures was quickly widening.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

A Content Analysis of Selected State Plans for Gifted and Talented Education

2021 ◽  
pp. 1932202X2110262
Author(s):  
Kari Lockhart ◽  
Melanie S. Meyer ◽  
Kacey Crutchfield
Keyword(s):  
Program Evaluation ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Academic Needs ◽  
Gifted And Talented Education ◽  
Voluntary Compliance ◽  
Local Contexts ◽  
Development State ◽  
Research Based Practices ◽  
Local Education Agencies

Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic needs and providing opportunities for talent development. State plans for gifted education may outline expectations, but leave much about the implementation up to districts. Even within a state, gifted education services vary widely across districts and individual schools. This research identified 11 state plans for gifted education that included guidance on identification, curriculum, service options, professional development, and program evaluation. Through thematic analysis, eight primary themes and three secondary themes were identified, which demonstrate the necessity of ongoing program evaluation balancing the need for standardization with the need to adapt policies to fit local contexts.

scholarly journals Black and Gifted in Rural America: Barriers and Facilitators to Accessing Gifted and Talented Education Programs

2020 ◽  
Vol 10 (2) ◽  
pp. 85-100
Author(s):  
Joy Lawson Davis ◽  
Donna Y. Ford ◽  
James L. Moore III ◽  
Erinn Fears Floyd
Keyword(s):  
Rural Communities ◽  
Black Students ◽  
Gifted And Talented ◽  
Gifted Students ◽  
The United States ◽  
Daily Basis ◽  
Psychosocial Needs ◽  
Gifted And Talented Education ◽  
Research Curriculum ◽  
Talented Students

Nationwide, Black students are underrepresented in gifted and talented education and advanced learner programs. These tragic outcomes occur in all demographic communities: urban, suburban, and rural. As a result, the academic and psychosocial supports needed by gifted Black students are overlooked, disregarded, and underdeveloped. Rural communities are frequently depicted as remote, lacking in social and academic experiences and opportunities, and predominantly White and economically disadvantaged. For gifted and talented Black students, these characterizations contribute to feelings of isolation and alienation in school on a daily basis. Despite their high intellectual potential, they are constantly victimized by racially oppressive conditions in society that cause stress and anxiety. The Black rural community, including Black gifted and talented students, is almost invisible in scholarship that discusses rural education in the United States. This article explores the nature of the rural communities where these students reside; shares intellectual, academic, and cultural characteristics that make Black gifted students from rural communities unique; and delineates recommendations for research, curriculum, and specific programming to meet their intellectual, academic, cultural, and psychosocial needs with an emphasis on access, equity, and excellence.

A Review of Gifted and Talented Education in the United States

2011 ◽  
Vol 6 (4) ◽  
pp. 557-582 ◽  
Author(s):  
Rachana Bhatt
Keyword(s):  
United States ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Selection Process ◽  
State Level ◽  
The United States ◽  
Instructor Training ◽  
Policy Makers ◽  
Gifted And Talented Education ◽  
Nationally Representative

Gifted and talented education programs provide children who have been identified as having high ability in some intellectual or creative characteristic with a supplemental curriculum to their traditional coursework. Despite the popularity of these programs, the literature lacks a comprehensive review of gifted education in the United States. This policy brief aims to fill this void by providing national and state-level statistics on participation rates, funding appropriations, and policies on gifted education. Since many of the operational details of these programs are determined by local education agencies, data on a nationally representative sample of schools are then used to provide information on gifted curricula, instructor training and experience, and the selection process for admission. Finally, a review of the research on gifted education is provided. This research highlights that gifted programs vary widely and that further research on this topic can provide valuable information to policy makers and educators.

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