scholarly journals Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Achievement

2011 ◽  
Author(s):  
Sa Bui ◽  
Steven Craig ◽  
Scott Imberman
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
The Impact

Is Gifted Education a Bright Idea? Assessing the Impact of Gifted and Talented Programs on Students

2014 ◽  
Vol 6 (3) ◽  
pp. 30-62 ◽  
Author(s):  
Sa A. Bui ◽  
Steven G. Craig ◽  
Scott A. Imberman
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
Regression Discontinuity ◽  
Negative Effects ◽  
Marginal Students ◽  
Short Run ◽  
Bounding Analysis ◽  
The Impact ◽  
Rule Out

We evaluate the impact of Gifted and Talented (GT) programs on students through a regression discontinuity (RD) design, and by analyzing a randomized lottery for elite magnet GT schools. We show that GT students in each analysis are exposed to higher achieving peers and, in the RD sample, a more advanced curriculum. We find that achievement for marginal students neither improves nor worsens from GT services in the short run. We also find that lottery winners only perform better in science. Using a bounding analysis we cannot rule out zero, though we do not find any significant negative effects. (JEL H51, H75, I21, I28)

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.

Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward

2020 ◽  
Vol 43 (4) ◽  
pp. 297-335
Author(s):  
Rachel U. Mun ◽  
Vonna Hemmler ◽  
Susan Dulong Langley ◽  
Sharon Ware ◽  
E. Jean Gubbins ◽  
...  
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted And Talented ◽  
Gifted Education ◽  
English Learners ◽  
The United States ◽  
Effective Practices ◽  
Referral Process ◽  
Screening Assessment ◽  
Looking Back

Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.

Toward a Definition of a Gifted and Talented Teacher

2019 ◽  
pp. 254-274
Author(s):  
Meta Lee Van Sickle ◽  
Julie D. Swanson ◽  
Julianna Ridenhour
Keyword(s):  
Grounded Theory ◽  
Case Studies ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Education Literature ◽  
Definition Of ◽  
The Individual

What shapes an individual into a teacher who is gifted and talented? How does one identify gifted or talented educators in education classes or in the schools? In an exploration of these questions, the authors review related gifted education literature to ground the synthesis of auto-ethnographies and case studies in what is known. Using grounded theory, the researchers analyze the stories of GATE teachers in Chapters 4 – 15 and identify common themes. The researchers use these findings to create a definition of the individual who is a gifted and talented teacher.

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.

State Definitions on the Gifted and Talented: A Report and Analysis

1978 ◽  
Vol 1 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Frances A. Karnes ◽  
Emily C. Collins
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
The State ◽  
Additional Analysis ◽  
Advisory Panel ◽  
Intellectually Gifted

The definitions of the gifted and talented in fifty states were compiled through questionnaires completed by persons designated as the state director of gifted education. The definitions were analyzed to determine the number and percentage of states using the definition established by the Advisory Panel to the USOE in 1972. Additional analysis was undertaken to determine the components of the various state definitions, if both intellectually gifted and talented were included, and the degree to which states were including students with either demonstrated or potential ability.

The Application of Enrichment Clusters to Teachers' Classroom Practices

1998 ◽  
Vol 21 (3) ◽  
pp. 310-334 ◽  
Author(s):  
Sally M. Reis ◽  
Marcia Gentry ◽  
Lori R. Maxfield
Keyword(s):  
Elementary Schools ◽  
Gifted Education ◽  
Classroom Practices ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Urban Elementary Schools ◽  
Shared Interest ◽  
Regular Classrooms ◽  
Problem Solving Strategies ◽  
The Impact

This study investigated the impact of providing one type of gifted education pedagogy, enrichment clusters, to the entire population of two urban elementary schools. Enrichment clusters provided a regularly scheduled weekly time for students to work with adult facilitators to complete a product or provide service in a shared interest area. Teaching practices of classroom teachers who participated as cluster facilitators were affected both in the enrichment clusters and in regular classrooms. Challenging content was integrated into 95% of the clusters through teaching specific authentic methodologies, advanced-thinking and problem-solving strategies. Approximately 60% of the teachers who facilitated clusters transferred some of the strategies used in clusters into their regular classroom practices.

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.

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.

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