Improving Education for African American Gifted Students Through African American Intellectualism

2022 ◽  
pp. 120-134
Author(s):  
Pamela Lovett
Keyword(s):  
African American ◽  
Gifted Education ◽  
Culturally Relevant ◽  
Learning Experiences ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Culturally Relevant Practices ◽  
Curricular Models

Researchers have consistently advocated for more culturally relevant and responsive practices in gifted education to better meet the academic and social-emotional needs of Black gifted students. This chapter provides overviews of contemporary views of culturally relevant practices but also provides alternative perspectives of the elements that comprise culturally relevant experiences for Black gifted students by exploring the lives and work of early Black gifted scholars. Recommendations for designing culturally relevant and responsive learning experiences by utilizing elements of African American intellectualism along with curricular models from gifted education will be discussed and shared.

Preventing Burnout in Teachers of the Gifted

G/C/T ◽  
1982 ◽  
Vol 5 (1) ◽  
pp. 37-41 ◽  
Author(s):  
Peggy Dettmer
Keyword(s):  
Gifted Education ◽  
Teacher Burnout ◽  
Learning Experiences ◽  
Gifted Students ◽  
High Profile ◽  
Staff Person ◽  
Differentiated Learning

The position of a gifted education staff person is high-profile. Inherent in the role are pressures, demands, and criticisms which can lead to burnout. Teacher burnout is debilitating in its personal and professional effects; therefore, teachers of the gifted must capitalize on their strengths and learn strategies for coping with high-visibility roles and often inflated expectations of others. Furthermore, administrators must support and encourage these teachers as they endeavor to provide differentiated learning experiences for gifted students.

scholarly journals Effect of Local Norms on Racial and Ethnic Representation in Gifted Education

AERA Open ◽  
2019 ◽  
Vol 5 (2) ◽  
pp. 233285841984844 ◽  
Author(s):  
Scott J. Peters ◽  
Karen Rambo-Hernandez ◽  
Matthew C. Makel ◽  
Michael S. Matthews ◽  
Jonathan A. Plucker
Keyword(s):  
African American ◽  
Gifted Education ◽  
Gifted Students ◽  
Large Data ◽  
School Level ◽  
Gifted Identification ◽  
Data Set ◽  
Ethnic Representation ◽  
Large Data Set ◽  
Normative Criteria

Educators have sought to understand and address the disproportional representation of students from certain student subgroups in gifted education. Most gifted identification decisions are made with national comparisons where students must score above a certain percentage of test takers. However, this approach is not always consistent with the overall goal of gifted education. Scholars have long argued for the use of local normative criteria to increase the diversity of students identified for gifted services, and although some districts across the country have applied such recommendations, little research has been carried out. In this study, we use a large data set to assess the extent to which identifying gifted students with either school-level norms or a combination of national and school-level norms would improve gifted education representation rates for students who are from African American and Latinx families. A preprint of this registered report and this project’s preregistration documentation are available at https://osf.io/z2egy/ .

scholarly journals An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world

2021 ◽  
pp. 026142942110542
Author(s):  
Charlton Wolfgang ◽  
Daniel Snyderman
Keyword(s):  
School Districts ◽  
Emotional Health ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Qualitative Research Study ◽  
School Closings ◽  
Teachers And Parents ◽  
The Impact ◽  
Depth Interviews

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents ( n = 110) and gifted support teachers ( n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

Social/Emotional Needs: Gifted Sensitivity to Criticism

1994 ◽  
Vol 17 (3) ◽  
pp. 24-25 ◽  
Author(s):  
Tracy Cross ◽  
Sal Mendaglio
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Third ◽  
The Social ◽  
University Of Calgary ◽  
The University

Welcome to the third column focusing on the social and emotional needs of gifted students. As I indicated in the first column, I have asked a friend, Dr. Sal Mendaglio from the University of Calgary, to share some of his thoughts and experiences counseling gifted students. Sal has been working on the topic of sensitivity for some time. Having talked at length with him about his ideas, I felt that this column would be an ideal vehicle for him to put forth his ideas. Enjoy.

Twice Exceptionality and Social-Emotional Development

2018 ◽  
Author(s):  
Judy Galbraith
Keyword(s):  
Gifted Students ◽  
Learning Disorders ◽  
Social Emotional Development ◽  
Emotional Needs ◽  
Social Emotional ◽  
Learning Differences ◽  
Twice Exceptional ◽  
Emotional Challenges ◽  
Hyperactivity Disorder ◽  
The Social

The purpose of this chapter is to discuss the common social-emotional challenges and needs of gifted students who also experience one or more learning differences such as learning disorders, attention deficit hyperactivity disorder, or dyslexia (twice exceptional, or 2e students). The social-emotional needs of these students merit mindful attention because when these needs are addressed, 2e students are more likely to feel supported and succeed in school and in life. This fact is well documented in literature and through surveys conducted by the author. The surveys reviewed in this chapter cover topics related to students’ experiences at school, with peers, and at home and in terms of how they felt about themselves growing up.

Social/Emotional Needs: Changing Times

2000 ◽  
Vol 23 (4) ◽  
pp. 42-43 ◽  
Author(s):  
Tracy L. Cross
Keyword(s):  
Gifted Students ◽  
Growing Up ◽  
Emotional Needs ◽  
Social Emotional ◽  
Changing Times

In my last column in GCT, I attempted to illustrate some of the salient ways in which the lives of gifted students today are significantly different from previous generations. Later in the column, I made a plea to adults to understand that growing up in a time not experienced by previous generations requires us to act in ways that are not necessarily the ways we think we should.

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