Gifted programs: Equal access in rural areas

1987 ◽  
Vol 8 (4) ◽  
pp. 3-8 ◽  
Author(s):  
Craig B. Howley ◽  
Aimee A. Howley
Keyword(s):  
Educational Policy ◽  
Gifted Education ◽  
Rural Areas ◽  
Rural Students ◽  
Equal Access ◽  
Gifted Programs ◽  
Education Programs ◽  
Gifted Education Programs

This paper considers the issue of equal access to gifted programs as it pertains to rural students, schools, districts, and states. It defines equal access and describes impediments to it. By focusing on educational policy that is amenable to change, the paper proposes techniques to make substantive gifted education programs available to representative numbers of bright rural students.

A hazai tehetséggondozás programjai, változások az elmúlt három évtizedben

2021 ◽  
Author(s):  
Balogh László
Keyword(s):  
Gifted Education ◽  
Education Programs ◽  
Developmental Programs ◽  
New Process ◽  
The Individual ◽  
Hungarian State ◽  
Gifted Education Programs

Három évtizeddel ezelőtt jelentős változások kezdődtek a hazai tehetséggondozásban. A tanulmány első részében ennek főbb társadalmi és tehetségpedagógiai okait elemzi a szerző. Ezt követően arról olvashatunk, hogy mi jellemzi napjainkban az egyéni tehetségfejlesztő programokat pedagógiai és pszichológiai szempontból, miben kell még fejlődnünk. A szerző bemutat egy általa készített új folyamatmodellt, amely szempontokat ad a rendszerszerű egyéni fejlesztő programok kidolgozásához. A harmadik fejezetben az utóbbi tíz év állam által finanszírozott átfogó nemzeti tehetséggondozó programjairól kapunk képet, azok eredményeivel együtt.Thirty years ago important changes emerged in gifted education in Hungary. In the first part of the present study the author analyses the main reasons of it in the society and in the official system of gifted education. In the second part we can read about the individual developmental programs of the gifted education: what we have to do to develop on a higher level in this work? The author presents a new process-modell, made by himself which gives points of views to plan and to realize systematical individual gifted developmental programs. Finally we get picture of the „big gifted education programs” – financed by the Hungarian State last ten years – and about the main results of these programs.

The Forgotten Many

2022 ◽  
pp. 150-170
Author(s):  
Rachelle Kuehl ◽  
Carolyn M. Callahan ◽  
Amy Price Azano
Keyword(s):  
Stereotype Threat ◽  
Rural Schools ◽  
Gifted Education ◽  
Rural Areas ◽  
Large Scale ◽  
Rural Students ◽  
Federally Funded ◽  
Rural Districts ◽  
Gifted Programming ◽  
Language Arts Instruction

Limited economic resources and geographic challenges can lead rural schools in areas experiencing poverty to deprioritize gifted education. However, for the wellbeing of individual students and their communities, investing in quality rural gifted education is crucial. In this chapter, the authors discuss some of the challenges to providing equitable gifted programming to students in rural areas and present approaches to meeting those challenges (e.g., cluster grouping, mentoring). They then describe a large-scale federally-funded research project, Promoting PLACE in Rural Schools, which demonstrated methods districts can use to bolster gifted education programming. With 14 rural districts in high-poverty areas of the southeastern United States, researchers worked with teachers and school leaders to establish universal screening processes for identifying giftedness using local norms, to teach students the value of a growth mindset in reducing stereotype threat, and to train teachers on using a place-based curriculum to provide more impactful language arts instruction to gifted rural students.

Enhancing Gifted Education for Underrepresented Students

2017 ◽  
Vol 40 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Meghan Ecker-Lyster ◽  
Christopher Niileksela
Keyword(s):  
Best Practices ◽  
Multicultural Education ◽  
Minority Students ◽  
Educational System ◽  
Gifted Education ◽  
Underrepresented Students ◽  
Education Programs ◽  
Recruitment And Retention ◽  
Gifted Education Programs ◽  
Programming Practices

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.

Inequities of Enrollment in Gifted Education: A Statewide Application of the 20% Equity Allowance Formula

2019 ◽  
Vol 63 (4) ◽  
pp. 205-224 ◽  
Author(s):  
Kristen N. Lamb ◽  
Peter Boedeker ◽  
Todd Kettler
Keyword(s):  
Civil Rights ◽  
Gifted Education ◽  
Hispanic Students ◽  
Federal District ◽  
Bayesian Regression ◽  
District Court ◽  
Contributing Factors ◽  
Education Programs ◽  
K 12 ◽  
Gifted Education Programs

Underrepresentation in gifted education for ethnically diverse student groups has been widely recognized. Two recent federal district court decisions defined the lower limits of equitable participation using the 20% equity allowance formula proposed by Donna Ford. The purpose of this article was to evaluate the application of the 20% rule to identify the prevalence of inequity and associated variables in Texas gifted education programs. Using data from the Office of Civil Rights and Texas Education Agency, the authors applied the 20% rule to demographics of K-12 gifted education programs in Texas to identify inequity and used Bayesian regression with district characteristics to investigate contributing factors of inequity. Only 282 of 994 (28.4%) districts met equity standards for Hispanic students. Second, Bayesian regressions with district-level characteristics of students, teachers, and expenditures were used to identify factors associated with inequitable enrollment of Hispanic students. Overall, the model accounted for 12.9% variance ( R2= 0.129, 95% highest density interval [0.095, 0.170]), with increasing variance explained by district subsets (i.e., city, suburb, town, rural). Furthermore, the results of the regression models revealed the percentage of Hispanic and White teachers were inversely associated with inequity across all district subsets. It is postulated that the mechanism of inequity is in the teacher referral process, frequently used as a determinant of gifted education enrollment. The authors suggest means of addressing this reality.

Designing Curriculum for Parents of Gifted Children

1992 ◽  
Vol 15 (2) ◽  
pp. 182-200 ◽  
Author(s):  
Robert Strom ◽  
Aileen Johnson ◽  
Shirley Strom ◽  
Paris Strom
Keyword(s):  
Child Development ◽  
Low Income ◽  
Gifted Education ◽  
Primary Grade ◽  
Gifted Children ◽  
Summer Institute ◽  
Hispanic Parents ◽  
Education Programs ◽  
Differentiated Curriculum ◽  
Gifted Education Programs

Gifted education programs typically underrepresent children from minority and low income backgrounds. Uncommon screening measures were used to identify an equity sample of 68 potentially gifted youngsters who would participate in a summer institute. The instruction offered these preschool and primary grade students was complimented by a learning component for their parents. A common and differentiated curriculum was developed for Anglo and Hispanic parents based on their expressed expectations regarding child development. Findings show that schools can serve communities better when opportunities for growth are provided to parents as well as their children.

Beyond Gifted Education: Building a Shared Agenda for School Reform

1996 ◽  
Vol 19 (2) ◽  
pp. 194-214 ◽  
Author(s):  
Mara Sapon-Shevin
Keyword(s):  
School Reform ◽  
Educational System ◽  
Gifted Education ◽  
Gifted Students ◽  
Education Programs ◽  
Key Issues ◽  
Wide Scale ◽  
Policy Agendas ◽  
Fear Of Abandonment ◽  
Gifted Education Programs

This article explores the ways in which gifted education programs as they are currently defined, designed, and implemented lead schools away from rather than toward broader school reform. The author argues that gifted education programs function as a form of educational triage, providing an excellent education for those students for whom educational failure would not be tolerated while leaving the general educational system untouched and immune from analysis and critique. Educational, political, and economic justifications for gifted education are explored with particular reference to alternative ways to conceptualize the debate and the response so that the needs of all students are addressed. Consequences for teachers, students, and society of implementing gifted programs are discussed. Some of the key issues critical to the reexamination of the gifted construct are then explored, including: silence, the pain of gifted students, characteristics of appropriate differentiation, the fear of abandonment of gifted students, the excellence/equity debate, and the possibilities of wide-scale reform. The article concludes with an elaboration of research and policy agendas that could move the educational system forward and avoid positioning school reform advocates, gifted education proponents, and full inclusion supporters in opposition to one another.

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