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.

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.

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.

1982 Directory of Summer Options for the Gifted and Talented

G/C/T ◽  
1982 ◽  
Vol 5 (2) ◽  
pp. 51-61
Author(s):  
Smith Goodrum
Keyword(s):  
Gifted And Talented ◽  
Summer Programs ◽  
Gifted Children ◽  
Summer Activities ◽  
Talented Students

The following directory of options for gifted and talented students for the summer of 1982 represents a response to a questionnaire circulated to all previous participants and newly identified programs. The Directory does not constitute an endorsement by G/C/T or the author. I hope, however, that the directory will serve both administrators and parents to achieve an appropriate match between program offerings and the particular talents of the student. Summer programs are proving to be very beneficial to many gifted children. I would encourage anyone interested in beginning a program to contact the Directors in the listing for program ideas and resources. An additional survey will be reported soon which provides a cumulative descriptive profile of the various summer activities. Anyone interested in participating should contact the author at Mars Hill College. All participants will be listed in the references for the report. Anyone wishing to participate in a future directory or with ideas as to how the directory can be more beneficial please contact the Editor of G/C/T or the author. — S.G.

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.

It is in the Contract: How the Policies Set in Teachers’ Unions’ Collective Bargaining Agreements Vary Across States and Districts

2017 ◽  
Vol 32 (2) ◽  
pp. 280-312 ◽  
Author(s):  
Katharine O. Strunk ◽  
Joshua M. Cowen ◽  
Dan Goldhaber ◽  
Bradley D. Marianno ◽  
Tara Kilbride ◽  
...  
Keyword(s):  
Collective Bargaining ◽  
Low Income ◽  
Student Enrollment ◽  
Low Income Students ◽  
District Size ◽  
Teachers Unions ◽  
Comprehensive Comparison ◽  
Using Data ◽  
Research And Policy

We examine more than 1,000 collective bargaining agreements (CBAs) in place across California, Michigan, and Washington. We investigate the prevalence of a set of 43 key provisions between and within these states, providing the first comprehensive comparison of CBA terms using data drawn from economically and demographically different districts, as well as districts that vary considerably by student enrollment. We find that CBAs vary substantially within and across states, and that this variation is more associated with district size than the proportion of low-income students within districts. We conclude by discussing the implications of these findings for research and policy.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

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.

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.

scholarly journals National Policies and Strategies for the Support of the Gifted and Talented in Austria

2014 ◽  
Vol 4 (3) ◽  
pp. 9-30
Author(s):  
Claudia Resch
Keyword(s):  
Extracurricular Activities ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Task Force ◽  
White Paper ◽  
Educational Institutions ◽  
Gifted Children ◽  
College And University ◽  
New Strategy ◽  
Inclusive Approach

The approach to the support of gifted and talented children and youth has changed considerably in the past twenty years. While, until the 2000s, provision programmes predominantly focused on extracurricular activities for pupils, gifted education now follows a systemic and inclusive approach, including all (educational) institutions – kindergarten, school, college and university – as well as the family, the economy, the working world and the community. Furthermore, there have been considerable efforts to provide for gifted children within the regular classroom by way of differentiation and individualised learning. This new approach to talent support was first outlined in 2011 in the “White Paper Promoting Talent and Excellence”, which the Austrian Research and Support Centre for the Gifted and Talented published in cooperation with the interministerial Giftedness Research and Gifted Education Task Force. The present article outlines the reasons that led to this new strategy, explains its main features and attempts an analysis of its strengths and weaknesses.

National Survey on Gifted Education

G/C/T ◽  
1981 ◽  
Vol 4 (2) ◽  
pp. 66-68
Author(s):  
James J. Gallagher
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Program Effectiveness ◽  
Gifted Children ◽  
Public And Private ◽  
Program Cost ◽  
Support Strategies ◽  
Program Support ◽  
Definite Statement ◽  
Effectiveness Data

The thirteen-member Advisory Committee to the U.S. Department of Education's Office of Gifted and Talented* in a recent meeting, felt a strong need to make a definite statement on gifted education based upon the widest possible sampling of interested parents and professionals. We need your help and support. We hope, through this survey, to answer several questions regarding priorities on procedures, philosophies, and program support strategies. We will seek through other means to gather accurate program cost figures and program effectiveness data. Our goal is to provide a strong document that can be used to discuss educational resources needed for gifted children with public and private leaders interested in these issues.

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