Gifted Programming Identification Procedures: A Hidden Curriculum

10.31124/advance.15040629.v1 ◽

2021 ◽

Author(s):

Vicki Boley

Keyword(s):

Gifted Education ◽

Hidden Curriculum ◽

Theory And Practice ◽

Font Size ◽

Paper Briefly ◽

Gifted Identification ◽

Gifted Programming ◽

History Of ◽

Critical Hope ◽

Identification Procedures

Monocultural notions of intelligence are crippling the field of gifted education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality in both theory and practice, especially regarding how children are identified as gifted (Cross, 2021; Owens et al., 2018). This paper briefly examines the history of the conceptualization of giftedness and posits that gifted programming identification procedures represent a unique and dangerous hidden curriculum. Drawing from theory on critical hope and positionality, two tables are presented; one to examine hokey versus critical gifted programing practices, and one to examine dehumanizing versus humanizing gifted identification procedures. These tables are intended to generate discussion on what happens when new ways of conceptualizing giftedness meet old ways of understanding, informing, and ordering the field of gifted education. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman",serif; mso-fareast-font-family:"Times New Roman";}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

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A Social Justice Approach to Developing Equity and Diversity in Gifted Programming

10.4018/978-1-7998-8153-7.ch008 ◽

2022 ◽

pp. 103-119

Author(s):

Dina Brulles ◽

Jack A. Naglieri

Keyword(s):

Social Justice ◽

Gifted Education ◽

Underserved Populations ◽

Gifted Identification ◽

Existing Structures ◽

Gifted Programming ◽

Inclusive Approach ◽

Innovative Approaches

This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.

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A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

10.31124/advance.16686148 ◽

2021 ◽

Author(s):

Vicki Boley

Keyword(s):

Knowledge Acquisition ◽

Gifted Education ◽

Teaching And Learning ◽

Ways Of Knowing ◽

Theory And Practice ◽

Font Size ◽

Learning Practices ◽

Positive Disintegration ◽

Theory Of Positive Disintegration ◽

K 12

Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s Theory of Positive Disintegration (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

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Access to gifted education among African-American and Latino males

Journal for Multicultural Education ◽

10.1108/jme-01-2017-0006 ◽

2018 ◽

Vol 12 (3) ◽

pp. 237-248

Author(s):

Desireé Vega ◽

James L. Moore III

Keyword(s):

African American ◽

Academic Success ◽

School Counselors ◽

School Psychologists ◽

Gifted Education ◽

Latino Males ◽

Gifted Identification ◽

Content Type ◽

Gifted Programming ◽

Implicit Biases

Purpose Across the nation, African-American and Latino males have experienced limited access to placement in gifted education programs. This paper aims to pinpoint and describe the factors that frequently influence access to gifted education programming among African-American and Latino males. Design/methodology/approach African-American and Latino males are persistently underrepresented in gifted education for reasons such as teachers’ narrow conceptions of giftedness, teachers’ bias in the nomination process and teachers’ inappropriate usage and interpretation of intelligence measures. When these students qualify for such services, they often experience feelings of isolation and loneliness due to scarce representation of other African-American and Latino male students. A review of extant literature was conducted to identify factors that influence access to gifted education programming among African-American and Latino males. Findings African-American and Latino males encounter roadblocks in being identified for gifted placement and many also experience implicit biases and stereotypical beliefs about their ability. The need for culturally competent professionals is critical to meet the academic and social-emotional needs of gifted African-American and Latino males. Practical implications Recommendations for school psychologists and school counselors are offered to support the needs of gifted African-American and Latino males, assist in increasing their identification and participation in gifted education, and promote academic success. Originality/value There is an urgent need for research on access and placement in gifted programming among African-American and Latino males. Moreover, the role of school psychologists and school counselors should be considered in facilitation of gifted identification and placement.

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A Muse Mashup: Dabrowski's TPD and an Eisner-esque Approach to Gifted Education

10.31124/advance.16686148.v1 ◽

2021 ◽

Author(s):

Vicki Boley

Keyword(s):

Knowledge Acquisition ◽

Gifted Education ◽

Teaching And Learning ◽

Ways Of Knowing ◽

Theory And Practice ◽

Font Size ◽

Learning Practices ◽

Positive Disintegration ◽

Theory Of Positive Disintegration ◽

K 12

Traditional notions of intelligence are crippling the field of Gifted Education and often, whether explicitly or implicitly, perpetuate inequity and disproportionality throughout the field in both theory and practice (Cross, 2021; Owens et al., 2018). A particular reason for this issue takes root in narrow, monocultural conceptualizations of intelligence, “casting it in singular rather than interactive disciplines and ways of representation” (Eisner as interviewed by Buescher, 1986, p. 7). As we seek to reform Gifted Education, “we will need to release ourselves from the grips of traditional stereotypes about what schools should be, how teaching is to proceed, what appropriate curriculum content entails, and how evaluation should occur” (Eisner, p. 89). Drawing from Dabrowski’s Theory of Positive Disintegration (TPD), particularly notions pertaining to the five Overexcitabilities and Development Potential, as well as Eisner’s ideas concerning knowledge acquisition through diverse forms of representation and ways of knowing, I present various ideas and implications for the field of Gifted Education. These ideas and implications inform many K-12 teaching and learning practices as well. @font-face {font-family:"Cambria Math"; panose-1:2 4 5 3 5 4 6 3 2 4; mso-font-charset:0; mso-generic-font-family:roman; mso-font-pitch:variable; mso-font-signature:3 0 0 0 1 0;}@font-face {font-family:Calibri; panose-1:2 15 5 2 2 2 4 3 2 4; mso-font-charset:0; mso-generic-font-family:swiss; mso-font-pitch:variable; mso-font-signature:-536859905 -1073732485 9 0 511 0;}p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-unhide:no; mso-style-qformat:yes; mso-style-parent:""; margin:0in; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}.MsoChpDefault {mso-style-type:export-only; mso-default-props:yes; font-family:"Calibri",sans-serif; mso-ascii-font-family:Calibri; mso-ascii-theme-font:minor-latin; mso-fareast-font-family:Calibri; mso-fareast-theme-font:minor-latin; mso-hansi-font-family:Calibri; mso-hansi-theme-font:minor-latin; mso-bidi-font-family:"Times New Roman"; mso-bidi-theme-font:minor-bidi;}div.WordSection1 {page:WordSection1;}

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Perkembangan TIK, Globalisasi dan Peranan Guru Pendidikan Kewarganegaraan dalam Pengembangan Pendidikan Karakter

Prosiding Seminar Nasional Pendidikan KALUNI ◽

10.30998/prossnp.v1i0.31 ◽

2018 ◽

Vol 1 ◽

Author(s):

Zulpadli Zulpadli

Keyword(s):

Character Education ◽

Civic Education ◽

Moral Values ◽

Hard Work ◽

Theoretical Studies ◽

Paper Briefly ◽

History Of ◽

Younger Generation ◽

The Impact

This paper briefly and through theoretical studies will discuss simply the problems formulated, the impact of globalization on Character education in Indonesia, as well as the paradigm of PKN learning and Character education challenges for the younger generation. It is on the ground by the declining awareness and moral values, as well as to increase the values of the characters seen in the young generations. Civic education in Indonesia has been running throughout the history of Indonesian independence, and has gone through various stages and arms, it certainly demands greater hard work of teachers to be able to increase the values of Pancasila and love of the homeland, and practice the character values which is based on the noble values of Indonesian culture into Indonesian youth.

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СОЦИАЛЬНАЯ КОНФЛИКТОЛОГИЯ: ТЕОРЕТИКО-ИСТОРИЧЕСКИЙ АСПЕКТ

Konfliktologia ◽

10.31312/2310-6085-2020-15-2-68-80 ◽

2020 ◽

Vol 15 (2) ◽

pp. 68

Author(s):

А. Н. Сухов

Keyword(s):

Theory And Practice ◽

Important Task ◽

Social Conflicts ◽

Psychological Approach ◽

Structure Dynamics ◽

History Of ◽

The Subject ◽

First Time

This given article reveals the topicality not only of destructive, but also of constructive, as well as hybrid conflicts. Practically it has been done for the first time. It also describes the history of the formation of both foreign and domestic social conflictology. At the same time, the chronology of the development of the latter is restored and presented objectively, in full, taking into account the contribution of those researchers who actually stood at its origins. The article deals with the essence of the socio-psychological approach to understanding conflicts. The subject of social conflictology includes the regularities of their occurrence and manifestation at various levels, spheres and conditions, including normal, complicated and extreme ones. Social conflictology includes the theory and practice of diagnosing, resolving, and resolving social conflicts. It analyzes the difficulties that occur in defining the concept, structure, dynamics, and classification of social conflicts. Therefore, it is no accident that the most important task is to create a full-fledged theory of social conflicts. Without this, it is impossible to talk about effective settlement and resolution of social conflicts. Social conflictology is an integral part of conflictology. There is still a lot of work to be done, both in theory and in application, for its complete design. At present, there is an urgent need to develop conflict-related competence not only of professionals, but also for various groups of the population.

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Sobre Educação, Arte e Vídeoarte: rupturas, resiliência e práticas de ensino/aprendizagem na sala de aula

AVANCA | CINEMA ◽

10.37390/ac.v0i0.20 ◽

2020 ◽

Author(s):

Nélia Lúcia Fonseca

Keyword(s):

High School ◽

High School Students ◽

Video Art ◽

Theory And Practice ◽

First Year ◽

School Students ◽

Forest School ◽

Moving Images ◽

History Of ◽

Teaching Learning

This study first approaches the history of the observer’s gaze, that is, as observers, we are forming or constructing our way of visualizing moving images. Secondly, it reaffirms the importance and need of resistance of the teaching / learning of Art as a compulsory curricular component for high school. Finally, the third part reports an experience with video art production in a class of first year high school students, establishing an interrelationship between theory and practice, that is, we study video art content to reach the production of videos, aiming as a final result, the art videos created by the students of the Reference Center in Environmental Education Forest School Prof. Eidorfe Moreira High School. The first and second stages of this research share a theoretical part of the Master ‘s thesis, Making films on the Island: audiovisual production as an escape line in Cotijuba, periphery of Belem, completed in 2013.

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The Classical Tradition in University Theatre

10.1093/oso/9780198746676.003.0011 ◽

2018 ◽

Author(s):

Nurit Yaari

Keyword(s):

Art Education ◽

Classical Tradition ◽

Theory And Practice ◽

Theatre Arts ◽

Tel Aviv ◽

Greek Drama ◽

Mise En Scene ◽

History Of ◽

Stage Performance ◽

And Performance

This chapter surveys the history of classical Greek drama productions at the Department of Theatre Arts of Tel Aviv University as the basis for an exploration of the issue of theatre and art education. By analysing the students’ approach to classical Greek drama, we can see how they deal with the interpretative reading, translation, and performance of such texts on stage. We also see how the ancient works invite the students to delve more deeply into their distinctive content and forms; to draw links between theory and practice, and between text and context; to gain a deeper understanding of the issues of style and styling; and to engage in a richer experimentation with various aspects of stage performance—such as pronunciation, diction, voice, movement, music, and mise-en-scène.

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H. L. Wagner's Unbiased Hit Rate and the Assessment of Categorical Forecasting Accuracy

Weather and Forecasting ◽

10.1175/waf-d-12-00047.1 ◽

2013 ◽

Vol 28 (3) ◽

pp. 802-814 ◽

Cited By ~ 7

Author(s):

Timothy W. Armistead

Keyword(s):

Weather Forecasting ◽

Skill Score ◽

Conditional Probabilities ◽

Paper Briefly ◽

Forecasting Accuracy ◽

Hit Rate ◽

History Of ◽

The Difference ◽

Measure Of Association ◽

Accuracy Rates

Abstract The paper briefly reviews measures that have been proposed since the 1880s to assess accuracy and skill in categorical weather forecasting. The majority of the measures consist of a single expression, for example, a proportion, the difference between two proportions, a ratio, or a coefficient. Two exemplar single-expression measures for 2 × 2 categorical arrays that chronologically bracket the 130-yr history of this effort—Doolittle's inference ratio i and Stephenson's odds ratio skill score (ORSS)—are reviewed in detail. Doolittle's i is appropriately calculated using conditional probabilities, and the ORSS is a valid measure of association, but both measures are limited in ways that variously mirror all single-expression measures for categorical forecasting. The limitations that variously affect such measures include their inability to assess the separate accuracy rates of different forecast–event categories in a matrix, their sensitivity to the interdependence of forecasts in a 2 × 2 matrix, and the inapplicability of many of them to the general k × k (k ≥ 2) problem. The paper demonstrates that Wagner's unbiased hit rate, developed for use in categorical judgment studies with any k × k (k ≥ 2) array, avoids these limitations while extending the dual-measure Bayesian approach proposed by Murphy and Winkler in 1987.

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