Best Practices In Gifted Education

2021 ◽  
Author(s):  
Ann Robinson ◽  
Bruce M. Shore ◽  
Donna L. Enersen
Keyword(s):  
Best Practices ◽  
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.

Enhancing Gifted Education for Underrepresented Students

2017 ◽  
Vol 40 (1) ◽  
pp. 79-95 ◽  
Author(s):  
Meghan Ecker-Lyster ◽  
Christopher Niileksela
Keyword(s):  
Best Practices ◽  
Multicultural Education ◽  
Minority Students ◽  
Educational System ◽  
Gifted Education ◽  
Underrepresented Students ◽  
Education Programs ◽  
Recruitment And Retention ◽  
Gifted Education Programs ◽  
Programming Practices

For decades, our educational system has been criticized for the limited recruitment and retention of minority students in gifted education programs. Unfortunately, relatively little progress has been made to alleviate these concerns. An examination of the literature on gifted education for underrepresented students reveals a dearth of information regarding effective programming practices. This article seeks to fill this void by exploring promising best practices for recruitment and retention of underrepresented students in gifted education. Multicultural education, mentoring, and noncognitive skill development are three promising areas that gifted educators can use to enhance programming.

Rethinking how we identify “gifted” students

2020 ◽  
Vol 102 (4) ◽  
pp. 8-13 ◽  
Author(s):  
Scott J. Peters ◽  
James Carter ◽  
Jonathan A. Plucker
Keyword(s):  
Best Practices ◽  
21St Century ◽  
Gifted And Talented ◽  
Gifted Education ◽  
Gifted Students ◽  
Personalized Learning ◽  
Student Population ◽  
Talented Student ◽  
Student Identification ◽  
Talented Students

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education’s reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

Ushering in the 2019 Pre-K to Grade 12 Gifted Programming Standards

2020 ◽  
Vol 43 (2) ◽  
pp. 135-140
Author(s):  
Alicia Cotabish ◽  
Debbie Dailey ◽  
Susan Corwith ◽  
Susan Johnsen ◽  
Chin-Wen Lee ◽  
...  
Keyword(s):  
Best Practices ◽  
Gifted Education ◽  
Research Evidence ◽  
Professional Standards ◽  
Evidence Based ◽  
Evidence Based Practices ◽  
Revision Process ◽  
Gifted Programming ◽  
New Research

This column presents the 2019 NAGC Pre-K to Grade 12 Gifted Programming Standards and its applications to the field of gifted education. It describes the revision process and the differences between the 2010 NAGC Programming Standards and this revision. These differences include the incorporation of new research, evidence, and best practices; alignments with other national professional standards; and an emphasis on shared terminology across various fields, simplified language, and streamlined outcomes and evidence-based practices.

scholarly journals A Methodological Approach to Designing a Theory: The Journey of the Four Zone Professional Learning Model

2021 ◽  
Author(s):  
Angela Novak ◽  
Katie Lewis
Keyword(s):  
Best Practices ◽  
Professional Learning ◽  
Gifted Education ◽  
Culturally Responsive ◽  
Methodological Approach ◽  
Learning Model ◽  
Research Model ◽  
Theoretical Frameworks ◽  
Plan Study ◽  
Gifted Education Programs

The Four Zone Professional Learning Model is a practical, comprehensive approach to striving towards equity through professional learning within gifted education programs. Grounded in equity literacy and funds of knowledge frameworks, and in best practices in culturally responsive gifted professional learning, the zones address the knowledge and skills necessary for proficient teachers of the gifted and address the process of systemic change. The model was designed and developed over several years utilizing the plan-study-do-act action research model; this article discusses the methodological evolution of the model, the research and theoretical frameworks in which it is grounded, and future implications.

Misconceptions about Giftedness and the Diagnosis of ADHD and Other Mental Health Disorders

2018 ◽  
Author(s):  
Deirdre V. Lovecky
Keyword(s):  
Mental Health ◽  
Best Practices ◽  
Gifted Education ◽  
Mental Health Disorders ◽  
Gifted Children ◽  
Social And Emotional ◽  
Hyperactivity Disorder ◽  
Health Disorders ◽  
Comprehensive Evaluations ◽  
High Level

In the field of gifted education, it commonly thought that behaviors such as inattention, hyperactivity, and impulsivity are common in gifted children, and, therefore, due to these behaviors, they are often being misdiagnosed as having attention deficit hyperactivity disorder (ADHD). The overexcitabilities (OEs), particularly psychomotor OE, are one source of the issue. Gifted children, due to psychomotor OE, are seen as having a high level of ADHD-like behaviors that are mistaken for ADHD. This chapter explores the literature to determine the validity of these ideas. This chapter also describes the risk for gifted children of developing any mental disorder. Finally, best practices to be used in conducting comprehensive evaluations of gifted children to determine both strengths and weaknesses for academic, social, and emotional planning are delineated.

What’s in a name? Rethinking “gifted” to promote equity and excellence

2021 ◽  
pp. 026142942110389
Author(s):  
Melanie S Meyer ◽  
Jonathan A Plucker
Keyword(s):  
Best Practices ◽  
Gifted Education ◽  
Universal Screening ◽  
Learning Opportunities ◽  
High Potential ◽  
Student Groups ◽  
The Public ◽  
Field Shift ◽  
Made In

The goal of gifted education is to serve the needs of individuals with high potential and advanced ability. However, the term “gifted” can create barriers in the minds of the public and policymakers, effectively framing these advanced learning opportunities as inequitable and inaccessible. Excellence gaps, or differences in advanced performance among student groups, provide clear indications that systemic changes need to be made in order to provide advanced learning opportunities to all students who need them. To refocus the collective efforts of scholars and stakeholders on promoting equity and excellence, research-based strategies for reducing excellence gaps (e.g., frontloading, universal screening) should be adopted. As best practices in the field shift, so too should terminology. Moving away from words that convey images of fixed abilities (e.g., gifted) and toward terms that acknowledge the dynamic, contextual nature of intelligence and talent is a good start. Suggestions for alternate terminology are discussed.

Early Childhood Gifted Education: A Collaborative Perspective

1992 ◽  
Vol 15 (2) ◽  
pp. 145-162 ◽  
Author(s):  
Nancy Benham Barbour
Keyword(s):  
Early Childhood ◽  
Early Childhood Education ◽  
Best Practices ◽  
Gifted Education ◽  
State Of The Art ◽  
The State ◽  
Gifted Children ◽  
Underserved Population ◽  
Childhood Education

Young gifted children are presently an underserved population. The concern for meeting the needs of these children is evident in recent funding initiatives. The dilemmas involved in serving young gifted children may best be solved by a collaborative venture between the two parent fields: Early Childhood Education and Gifted Education. The following paper examines the state-of-the-art in each field and identifies points of intersection. By combining the best practices in each, service to this population can be enhanced.

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