Off the Page and Into Practice: Advocating for Implementation of the Gifted Programming Standards

2021 ◽  
pp. 255-268
Author(s):  
E. Wayne ◽  
Jane Clarenbach
Keyword(s):  
Gifted Programming

scholarly journals Improving Gifted Talent Development Can Help Solve Multiple Consequential Real-World Problems

2021 ◽  
Vol 9 (2) ◽  
pp. 31
Author(s):  
Jonathan Wai ◽  
Benjamin J. Lovett
Keyword(s):  
Real World ◽  
Longitudinal Research ◽  
Well Being ◽  
Health Science ◽  
High Achievers ◽  
Developmental Needs ◽  
Gifted Programming ◽  
Cognitive Aptitude ◽  
Fundamental Goal ◽  
Real World Problems

Fully developing the talents of all students is a fundamental goal for personal well-being and development and ultimately for global societal innovation and flourishing. However, in this paper we focus on what we believe is an often neglected and underdeveloped population, that of the gifted. We draw from the cognitive aptitude and gifted education research literatures to make the case that solutions to consequential real-world problems can be greatly enhanced by more fully developing the talents of the intellectually gifted population, which we operationalize in this paper as roughly the top 5% of cognitive talent. Should well-supported high achievers choose to solve them, these problems span health, science, economic growth, and areas unforeseen. We draw from longitudinal research on intellectually precocious students and retrospective research on leaders and innovators in society, showing that mathematical, verbal, and spatial aptitudes are linked to societal innovation. We then discuss two remaining fundamental challenges: the identification of disadvantaged and marginalized groups of students who have traditionally been neglected in selection for gifted programming suited to their current developmental needs, and the building of skills beyond academic ones, specifically in the related areas of open-minded thinking and intellectual humility.

Homeschooling/Unschooling in Gifted Education

2018 ◽  
pp. 172-190 ◽  
Author(s):  
Samantha Goodowens ◽  
Jessica Cannaday
Keyword(s):  
Public School ◽  
School System ◽  
Teacher Educators ◽  
Gifted Students ◽  
Personal Characteristics ◽  
Public School System ◽  
Main Theme ◽  
The Public ◽  
Gifted Programming ◽  
Teacher Education Faculty

This chapter discusses the lived experiences of one parent of a profoundly gifted student. Parental perceptions of gifted programming in the public school system, parental reasons for leaving the public school system, and the alternative schooling designs of homeschooling and unschooling are discussed. Further discussed is the parental perception of the general lack of knowledge teacher educators possess in regards to highly, exceptionally, and profoundly gifted students. Parent recognition and discussion of the incompatibility between the traditional schooling system and their child's personal characteristics is a main theme. Parental design of new educational experiences to meet the unique needs of their individual child is shared. Insights into the alternative education practices of homeschooling and unschooling for highly and profoundly gifted students, as well as one parent's perspective of the current school system, are shared with teacher education faculty preparing new teachers to work with gifted students.

Protocols for Identification

2022 ◽  
pp. 1-10
Author(s):  
Kristen Seward ◽  
Marcia Gentry
Keyword(s):  
Gifted Education ◽  
Talent Development ◽  
Systemic Racism ◽  
Underserved Students ◽  
Gifted Programming ◽  
Pass Through ◽  
Identification Practices

The equitable identification of youth from all cultural, linguistic, and economic groups for gifted programming is a longstanding and tragic problem in gifted education. Many factors contribute to fallible, discriminatory identification practices, including identification based on manifest gifted behaviors alone (as opposed to gifted potential), on high cut-off scores on nationally normed instruments that yield differential results, and on exclusionary procedures where students must meet several criteria for identification or pass through a nomination gate for consideration. This chapter provides guidance for addressing access, equity, and missingness of underserved students in gifted education. Emphasis is placed on talent development, substantial changes to identification and programming, policy, and urgency to address systemic racism as steps critical to developing equitable, inclusive, socially just, and effective gifted education programming.

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.

Determining Attitudes Toward Ability: A New Tool for New Understanding

2017 ◽  
Vol 29 (1) ◽  
pp. 29-55 ◽  
Author(s):  
Antonia Szymanski ◽  
Laurie Croft ◽  
Brian Godor
Keyword(s):  
Teacher Attitudes ◽  
Gifted Education ◽  
Gifted Students ◽  
Reliability And Validity ◽  
Curriculum Policy ◽  
Gifted Programming ◽  
Precise Understanding ◽  
Grade Skipping ◽  
Psychometric Evidence

The purpose of this study is to explore teacher attitudes toward gifted students in several distinct areas and to provide psychometric evidence of reliability and validity for the use of an instrument titled “Determining Attitudes Toward Ability” (DATA) to measure specific components of teacher attitudes. Subscales of Focus on Others, Problems With Acceleration, Grade Skipping, Identification, and Curriculum/Policy and ranking the goals of gifted programming allow precise understanding of teacher attitudes regarding important factors in gifted education. This study represents the initial efforts to provide a psychometrically evaluated instrument that reflects developments in the field of gifted education.

“See Me, See Us”: Understanding the Intersections and Continued Marginalization of Adolescent Gifted Black Girls in U.S. Classrooms

2020 ◽  
Vol 43 (2) ◽  
pp. 86-100
Author(s):  
Brittany N. Anderson
Keyword(s):  
Black Women ◽  
Critical Race Theory ◽  
Advanced Placement ◽  
Gifted Education ◽  
Theoretical Models ◽  
Black Girls ◽  
Gender Disparities ◽  
Race Theory ◽  
Talent Identification ◽  
Gifted Programming

In current research and theoretical models that address racial inequity or gender disparities in gifted education, there is a missing narrative around high-achieving/gifted Black girls and their experiences, as well as their disproportionate underrepresentation in gifted programming, services, and Advanced Placement (AP) courses. This article highlights literature on adolescent gifted Black girls, in addition to exploring barriers and issues of marginalization that constrain the talent identification and development of this population. The study explores the narratives of gifted Black women and explores their counternarratives using Critical Race Theory and Frasier’s Talent Assessment Profile (F-TAP) framework. The article urges educators to use an intersectional lens to understand and address the needs of adolescent gifted Black girls, and provides practical tools to identify and develop talent.

The Dilemma of Gifted Programming in the Secondary School: One District's Response

1999 ◽  
Vol 11 (1) ◽  
pp. 11-16
Author(s):  
Marilynn J. Kulieke ◽  
John C. Hillary ◽  
Dick Person ◽  
Wayne Wagner ◽  
Schnabl Meriam
Keyword(s):  
Secondary School ◽  
Gifted Programming

Use of SOMPA in Identification of Gifted African-American Children

1992 ◽  
Vol 15 (4) ◽  
pp. 344-356 ◽  
Author(s):  
Janice L. Matthew ◽  
Anne K. Golin ◽  
Mary W. Moore ◽  
Carol Baker
Keyword(s):  
African American ◽  
Minority Students ◽  
Gifted Students ◽  
Gifted Programs ◽  
Disadvantaged Children ◽  
Placement Decisions ◽  
Gifted Programming ◽  
American Students ◽  
Iq Scores ◽  
American Children

To increase the proportion of elementary minority students identified as gifted, the System of Multicultural Pluralistic Assessment (SOMPA) was employed with minority disadvantaged children in a large urban school district. A group of African-American students in second through fifth grades became eligible for gifted programming when their IQ scores were adjusted using SOMPA procedures. The performance of these SOMPA students on the Ross Test of Higher Cognitive Processes and other measures did not differ from that of a group of African-American gifted students who were identified on the basis of traditional criteria. There were also no significant differences between the groups in Ross subtest scores seven months later. The SOMPA procedures used to identify these gifted students may provide an alternative method to increase the proportion of minority students in gifted programs; particularly in states that use IQ cut-off scores for placement decisions.

Attitudes of 1,200 Educators toward the Education of the Gifted and Talented: Implications for Teacher Preparation

1979 ◽  
Vol 2 (4) ◽  
pp. 202-213 ◽  
Author(s):  
Ronald L. Rubenzer ◽  
James A. Twaite
Keyword(s):  
Teacher Preparation ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Accurate Information ◽  
Gifted Identification ◽  
Affective Development ◽  
Gifted Programming ◽  
Acceleration Techniques ◽  
Teacher Recommendations ◽  
University Training

The purpose of this study was to provide recommendations for teacher preparation in gifted education to directors of inservice and university training programs. Recommendations were based on the responses of 1,220 kindergarten through 12th educators to a modified Likert attitude scale regarding gifted identification, programming, behavioral characteristics, and teacher recommendations for gifted programming and teacher preparation. Also investigated were the relationships between five teacher characteristics and attitudes toward the gifted/talented. The most salient teacher preparation needs were found to be: increasing the accuracy and scope of talent identification, acquiring accurate information regarding acceleration techniques and consequences, and encouraging creative and affective development of the gifted/talented. Significant differences in attitudes were related to number of years of teaching experience, grade level and gifted/talented inservice experience.

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