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.

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.

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.

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.

Gifted Children in the Current Policy and Fiscal Context of Public Education: A National Snapshot and State-Level Equity Analysis of Texas

2001 ◽  
Vol 23 (3) ◽  
pp. 229-250 ◽  
Author(s):  
Bruce D. Baker
Keyword(s):  
Native American ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Cost Model ◽  
State Level ◽  
National Sample ◽  
Eighth Grade ◽  
Gifted Children ◽  
National Leader ◽  
Resource Cost

Should we be concerned if educational resources for gifted and talented children vary widely from school to school, district to district, or state to state? Does it matter whether those resources are distributed unevenly by race or social class? This article begins by addressing the basic underlying question: Do gifted and talented children require supplemental resources at all? Two alternate theoretical perspectives are discussed. Under one, the standards-based cost function, there is no need to provide supplemental resources to gifted children, whereas under the alternative resource-cost model, there may be a reasonable need. Accepting the resource-cost model assumption that gifted children do require supplemental resources, this article then explores the distribution of gifted and talented programming opportunities across a national sample of students(The National Educational Longitudinal Study of 1988) and the distribution of fiscal and human resources to gifted education within the Texas, a state long considered a national leader in gifted education. National results show that Hispanic and Native American students are less likely to have access to gifted programs in the eighth grade than Asian/Pacific Island students. Also, students in the lowest socioeconomic status (SES) quartile are far less likely than students in the highest two SES quartiles to have access to eighth-grade gifted and talented programs. Students in districts that are large or suburban, or both, are more likely than those in urban districts to have access, and students in Southern and Western states far more likely to have access than those in the Northeast. Texas results show substantial variance (CV = 125%) in spending per gifted pupil across districts. They further show that district level fiscal resources and community economic characteristics influence spending and the availability of specialized personnel.

Parenting the Gifted: Developing Your Child's Talent in the Real World: Dealing with the Juxtaposition between Ideal and Actual Gifted Education

2007 ◽  
Vol 30 (4) ◽  
pp. 50-55 ◽  
Author(s):  
Jennifer Riedl Cross
Keyword(s):  
Real World ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Web Site ◽  
Gifted Children ◽  
Gifted Child ◽  
The Real ◽  
The World

Is there a best way to parent your gifted child? This is what most parents of gifted children want to know as they enter the world of gifted literature. When I worked briefly for a Web site answering parents' questions as a gifted and talented “expert,” the question I received most frequently in one form or another was, “What should I be doing for my gifted child?” As a parent of four gifted children, this is my question, too.

Wisdom in action

2013 ◽  
Vol 30 (2) ◽  
pp. 160-167
Author(s):  
Michele Kane
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Life Story ◽  
Holistic Approach ◽  
Gifted Children ◽  
Global Awareness ◽  
Research Journal ◽  
Child Centered ◽  
World Council ◽  
Life Journey

Annemarie Roeper is a luminary in the field of gifted education. Her many contributions provide a window into the depth and breadth of her curious and creative nature. Along with her husband George, she envisioned and developed a child-centered and holistic approach to education which resulted in The Roeper School, a legendary school for gifted children. The parent letters they would send home eventually led to a premier research journal, The Roeper Review. Annemarie Roeper’s life journey was represented by her publications, which included a myriad of articles as well as several books. She was a founding member of the global awareness committees for the National Association for Gifted Children and the World Council for Gifted and Talented Children. The legacy she leaves is her life story and the manner by which she transformed the challenges in her life and created opportunities for growth—she modeled wisdom in action.

Influencing Parents' Attitudes toward Gifted Education

1981 ◽  
Vol 48 (2) ◽  
pp. 140-142 ◽  
Author(s):  
F. Neil Mathews
Keyword(s):  
Parent Education ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Parental Attitudes ◽  
Gifted Students ◽  
Attitude Scale ◽  
Gifted Children ◽  
Parent Attitudes ◽  
Relative Level ◽  
Gifted And Talented Education

The relationships among parent awareness education, selected variables, and parental attitudes toward gifted children and programs serving them were examined. Parents of gifted and nongifted children were randomly assigned to one of two parent education meetings and invited to attend on the evening specified by group membership. Results indicated that parent attitudes, as measured by the Wiener Attitude Scale, varied significantly according to attendance or nonattendance at the meeting and were directly related to relative level of parents' intentions to support educational programs for gifted students. It is suggested that parent education meetings may be beneficial in encouraging support for and awareness of gifted and talented education.

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.

Gifted and Talented Children

2021 ◽  
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Linguistically Diverse ◽  
Gifted Children ◽  
Past Century ◽  
Gifted Learners ◽  
The Past ◽  
Age Related ◽  
Children Of Promise ◽  
Definition Of

Scholarship about gifted children is relatively recent when compared to other topics in education, but the existence of gifted children is not new. Curiosity about children with unique gifts and talents goes back thousands of years to early Chinese dynasties. It should be noted that the word gifted is often fraught with confusion and concern about what exactly is a gifted child and what terminology should be used. Whether we use the terms highly capable, high ability, gifted and talented, children of promise, high potential, or talented children, we have an intrinsic understanding of who we mean by “gifted children.” Nomenclature aside, when we speak about gifted children, most often we are referring to children who demonstrate advanced abilities or development and learn more quickly than their age-related peers. As indicated in the Definitions and Conceptions of Giftedness section of this chapter, there is no agreed-upon definition of giftedness. The study of gifted children and how to accommodate their cognitive and affective needs has increased in the past century, beginning when Lewis Terman began his study of children who scored in the top ranges of his test, the Stanford-Binet Intelligence Scales, a translation of Frenchman Albert Binet’s test. In the decades since, people have continued to debate what terminology should be used when referring to children who score well on cognitive measures, to determine the most salient characteristics and traits of these children, and to discuss the schooling most appropriate for them. The majority of the scholarship about gifted children and their education has occurred in the past forty-plus years. This is evidenced by the fact that the first issues of three major journals in the field were printed in 1978. Although not everyone would agree, it appears a paradigm shift in the field of gifted education is occurring, because we see more articles and research focused on a broadened conception of giftedness and discussions about intelligence not being a fixed trait. We see more discussions about using local norms rather than national norms on assessments used for identification. And we see more attention being devoted to recognizing and addressing the needs of culturally and linguistically diverse, gifted learners. The field of gifted education is evolving and readers should “stay tuned.”

How the State Education Agencies Addressed Gifted Education in the Title II Sections of Their ESSA State Plans

2018 ◽  
Vol 41 (3) ◽  
pp. 159-167 ◽  
Author(s):  
Corina R. Kaul ◽  
Brenda K. Davis
Keyword(s):  
Professional Development ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Effective Instruction ◽  
Gifted Learners ◽  
State Education ◽  
Multiple Groups ◽  
State Plan ◽  
Every Student Succeeds Act ◽  
The U.S

In 2015, the U.S. Congress passed the Every Student Succeeds Act (ESSA) that included provisions to support gifted and talented learners. The U.S. Department of Education’s Consolidated State Plan template only required states to directly address the inclusion of gifted education under Title II, Part A: Supporting Effective Instruction (Section 2101(d)(2)(J)). We examined the inclusion of gifted education in the Title II section of all 52 submitted ESSA plans. Of the approved plans, 16 states explicitly addressed how educators would be supported in identifying and providing gifted learners with effective instruction, and 15 states generally described educator support to meet the needs of multiple groups of students (including gifted). Three of the approved state plans did not mention support for gifted education in their Title II responses. Gifted education stakeholders must be familiar with their state’s plan and understand how Title II can fund professional development for gifted education.

Sign in / Sign up

Export Citation Format

Share Document