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Gifted Education
Introduction | Internet Resources | Organizations | Full Text of ERIC | ERIC
Introduction
Most parents and teachers would agree that all of their children are 'gifted' in some way and those 'gifts' should be nurtured. However, almost every classroom has a couple of students who tend to stand apart from the others. Sometimes they are unusually creative, consistent leaders, voracious readers, or finish their work first and then ask for more. The characteristics of the "gifted" or "high ability" students vary but they nevertheless have a right to a challenging and nurturing education. Unfortunately, with the implementation of No Child Left Behind (NCLB) there has been considerable criticism that the new legislation ignored education for the gifted. Finding ways to incorporate enriching alternatives into the regular classroom is one way teachers are providing for all students including those who have been identified as "gifted". We hope that the information we've provided on gifted education will be helpful for your questions and school planning.
Internet Resources
Initiative to Leave No Child Behind Leaves Out Gifted
Full text article from the Wall Street Journal.
Acceleration: Is moving ahead the right step?
From the American Psychological Association
Challenging Gifted Students in the Regular Classroom
Gifted/Talented Ed Chatboard at Teachers.net
This discussion board is dedicated to teachers involved in Gifted and Talented/Advanced Placement programs.
Organizations
National Association for Gifted Children
1707 L Street NW
Suite 550
Washington, DC 20036
Phone: (202) 785-4268
Fax: (202) 785-4248
National Research Center on the Gifted and Talented
University of Connecticut
2131 Hillside Road
Unit 3007
Storrs, CT 06269-3007
Phone: (860) 486-4676
Fax: (860) 486-2900
Obtaining the Full Text of Materials Cited in ERIC
ERIC DOCUMENTS (Citations identified by an ED number) will include availability information. Many are available in microfiche form at libraries or other institutions housing ERIC Resource Collections worldwide. Documents are also available selectively in a variety of formats (including microfiche, paper copy, or electronic) from the ERIC Document Reproduction Service for a fee through July 31, 2004. The ERIC system reorganization requires EDRS to close. The new ERIC Web site is scheduled to open September 1, 2004. Information on the new ERIC system can be found at on the ERIC website.
ERIC JOURNALS (Citations identified by an EJ number) are available in your local library or via interlibrary loan
services, from the originating journal publisher, or for a fee from the following article reproduction vendor, Ingenta; email: ushelp@ingenta.com, phone (617) 395-4046, toll-free 1-800-296-2221, online.
Note: There are a variety of ways to search the ERIC database. We search using the DIALOG CD-ROM. Some elements of the search strategy in this message are specific to DIALOG; however, the terms themselves are applicable when searching ERIC on other CD-ROM products or on the Internet.
ERIC Database: Selected Records
To search the ERIC database for resources on this topic, use this search strategy: descriptors gifted and special education. Combine with DT=143 or DT=142 or identifier Illinois .
Record |
Summary |
| ED368147 Title: Gifted Education Program Descriptive Summary Report: School Year 1991-92. Author Affiliation: Illinois State Board of Education, Springfield , Dept. of Planning, Research and Evaluation.(BBB19787) Pages: 54 Publication Date: November 1993 Available from: EDRS Price MF01/PC03 Plus Postage. Geographic Source: U.S.; Illinois |
This report provides descriptive data and analyses of information concerning Illinois public school gifted education programs, gathered via the fiscal year 1992 Gifted Education Program Evaluation Report. The report describes the student population, program type and content, staff training, and funding during school year 1991-92. Highlights of the findings include: (1) during 1991-92, 167,974 Illinois elementary and secondary students were identified as gifted/talented; (2) identified students comprised 9 percent of the total public school enrollment; (3) Blacks and Hispanic students comprised higher percentages of overall enrollment than gifted enrollment, while the reverse was true for Asian students; (4) elementary level classes were primarily enrichment, either in pull-out or regular classroom settings, while secondary-level classes were primarily of the accelerated type; (5) almost all school districts reported participation in staff training related to gifted education; (6) state expenditures for gifted education represented 15 percent of total reported expenditures; (7) females outnumbered males in gifted education by 52.4 percent to 47.9 percent. Appendixes contain a copy of the reporting form, definitions of terms, and program content codes. |
| EJ669613 Title: Elementary and Middle School Student Participation in Gifted Programs: Are Gifted Students Underserved? Author(s) Swiatek, Mary Ann; Lupkowski-Shoplik, Ann Source: Gifted Child Quarterly, v47 n2 p118-30 Spr 2003 Publication Date: 2003 |
Third through sixth graders (n=4,514) scoring at or above the 95th percentile on standardized achievement tests reported on their educational experiences. Although 40% of students were in pull-out programs, 37% were not receiving any special programming. Gender, grade level, and type of school (public vs. private/parochial) explained little of the variance in special accommodations. (Contains references.) |
| ED429750 Title: Teachers' Perceptions of Curriculum Modification for Students Who Are Gifted. Author(s) Ehlers, Kristy; Montgomery, Diane Pages: 11 Publication Date: March 1999 Notes: In: Rural Special Education for the New Millennium. Conference Proceedings of the American Council on Rural Special Education (ACRES) (19th, Albuquerque, New Mexico, March 25-27, 1999); see RC 021 888. Available from: EDRS Price MF01/PC01 Plus Postage. |
Differentiating instruction for diverse learners means planning and implementing curriculum based on each student's level of readiness. Appropriate curriculum development for gifted and talented students involves differentiation of content, teaching and learning strategies, and student products in a student-centered environment. A study used Q methodology to determine teacher perceptions of curriculum modification for students who are gifted and talented. Q methodology is used to describe subjective opinions about behaviors and compare the relative strengths of those behaviors according to the beliefs of any individual. Concourse theory was used to generate 48 statements about curriculum modifications for gifted students. Five general education teachers, two administrators, and ten teachers of gifted students completed Q-sorts of the statements under two conditions: their perceptions of their own actual instructional practices with gifted and talented students, and their beliefs about ideal practices for teaching gifted students. Results included three theoretical arrays of teacher beliefs: differentiating according to student academic needs; differentiating according to teacher practices; and differentiating according to process ideas and student practices. Contains 24 references. |
| EJ593985 Title: What Constitutes a Nurturing Environment for the Growth of Mathematically Gifted Students? Author(s) Mingus, Tabitha T. Y.; Grassl, Richard M. Source: School Science and Mathematics, v99 n6 p286-93 Oct 1999 Publication Date: 1999 |
Describes a qualitative study to determine the influential forces in the development of mathematically gifted students. Uses interviews and an attitude survey to determine the sources of influence in the lives of gifted students along with aspects that contribute to creating a nurturing environment. (Author/ASK) |
| ED406125 Title: A Model Program for Identifying Culturally and Linguistically Diverse Rural Gifted and Talented Students. Author(s) De Leon, Jozi; Argus-Calvo, Beverley Pages: 8 Publication Date: March 1997 Notes: In: Promoting Progress in Times of Change: Rural Communities Leading the Way; see RC 020 986. Available from: EDRS Price MF01/PC01 Plus Postage. |
Identification of gifted students among cultural and linguistic minority groups and development of culturally relevant gifted programs have been problematic. In addition, although giftedness can manifest itself in many ways, few gifted programs have been established in nonacademic areas, especially in rural settings. This paper focuses on the identification procedures of a culturally relevant, visual arts, gifted and talented program in two rural New Mexico elementary schools with predominantly Hispanic or Native American ( Pueblo ) populations. Education in the arts not only is intrinsically valuable but also supports student persistence and achievement. Nevertheless, the limited resources of rural schools may lead to elimination of arts programs. Identification of exceptional abilities in the arts can be just as problematic as in academic areas if it relies on standardized tests. Although in the majority in the two program schools, Hispanic and Native American students were the minority in gifted and talented programs. A multidimensional approach to identification was developed that included the following: nomination by teacher, parent, or self; participation in an art show; teacher assessment on a checklist and a rating scale; assessment by a community artist; portfolio assessment; and student evaluation on two formal tests. Interviews with members of the identification committee indicate that the most effective selection method was the cross-referencing of the community artist's recommendations with those of teachers and students and results of the art show. |
| EJ564430 Title: {Responses to Frequently Asked Questions about Educating High Ability Students.} First Person. Author(s) Hall, Michael Source: Northwest Education, v3 n1 p36-37 Fall 1997 Publication Date: 1997 Notes: Theme issue: "Growing Up Gifted: The Challenge of High-Ability Students." Volume 3 available from EDRS; see ED 419 639. Language: English |
The Montana state director of gifted education suggests using the term "high ability/high potential" to avoid misconceptions about gifted education; raising awareness of students' need to be challenged; countering charges of elitism; using varied identification procedures; ensuring fairness in the identification process; using a research-based comprehensive programming framework; and serving gifted disabled students. |
| EJ671537 Title: Gifted Achievers and Gifted Underachievers: The Impact of Learning Style Preferences in the Classroom. Author(s) Rayneri, Letty J.; Gerber, Brian L.; Wiley, Larry P. Source: Journal of Secondary Gifted Education, v14 n4 p197-204 Sum 2003 Publication Date: 2003 |
A study involving 62 gifted students (grades 6-8) found many low-achievers (n=16) showed a strong need for tactile and kinesthetic modalities; intake of food, drinks, or both; sound in the learning environment; informal seating design; and dim lighting. The low achievers did not perceive themselves to be persistent. (Contains references.) |
| EJ671467 Title: Precocity and Acceleration. Author(s) Feldhusen, John F. Source: Gifted Education International, v17 n1 p55-58 2003 Publication Date: 2003 |
This article discusses how schools can best meet the needs of precocious children by giving them access to higher level and more challenging instructional materials. Findings from a study of 40 precocious third and fourth graders are described and the benefits of acceleration are highlighted, particularly grade advancement and advanced placement courses. (Contains references.) |
| EJ671317 Title: Gifted Children, Vertical Equity, and State School Finance Policies and Practices. Author(s) Baker, Bruce D.; Friedman-Nimz, Reva Source: Journal of Education Finance, v28 n4 p523-56 Spr 2003 Publication Date: 2003 |
Discusses the concept of vertical equity and the measurement of resource adequacy for gifted children; reviews state policies for financing programs and services for gifted children; analyzes state-aid allocation policies (implicit vertical equity) for gifted children; compares vertical equitable opportunities for gifted children across districts under differing state policies. (Contains 43 references.) |
| EJ669617 Title: Challenges and Opportunities for Students Who Are Gifted: What the Experts Say. Author(s) Pfeiffer, Steven I. Source: Gifted Child Quarterly, v47 n2 p161-69 Spr 2003 Publication Date: 2003 ISSN: 0016-9862 |
Sixty-four authorities on gifted education responded to five questions about issues in the field of gifted education. Common responses were: a need for consensus on how to define, conceptualize, and identify giftedness; new procedures to increase the representation of gifted minority students; and the importance of translating research on educational innovations into practice. (Contains references.) |
| EJ669616 Title: Addressing Underrepresentation of Gifted Minority Children Using the Naglieri Nonverbal Ability Test (NNAT). Author(s) Naglieri, Jack A.; Ford, Donna Y. Source: Gifted Child Quarterly, v47 n2 p155-60 Spr 2003 Publication Date: 2003 |
This study examined the effectiveness of the Naglieri Nonverbal Ability Test (NNAT) in identifying gifted black and Hispanic students in a total population of 20,270 students (K-12). Analysis indicated that similar percentages of white (5.6%), black (5.1%), and Hispanic (4.4%) children earned an NNAT score in the 95th percentile rank. (Contains references.) |
| EJ669615 Title: Factors that Differentiate Underachieving Gifted Students from High- Achieving Gifted Students. Author(s) McCoach, D. Betsy; Siegle, Del Source: Gifted Child Quarterly, v47 n2 p144-54 Spr 2003 Publication Date: 2003 |
This study examined whether gifted high school achievers (n=122) and gifted underachievers (n=56) differed in their general academic self-perceptions, attitudes toward school and teachers, motivation and self-regulation, and goal valuation. The two groups differed in all measured areas except academic self-perceptions. Group membership was usually predicted by a student's motivation/self regulation and goal valuation self-ratings. (Contains references.) |
| EJ662802 Title: A National Study of Local and State Advocacy in Gifted Education. Author(s) Robinson, Ann; Moon, Sidney M. Source: Gifted Child Quarterly, v47 n1 p8-25 Win 2003 Publication Date: 2003 ISSN: 0016-9862 |
A study examined 61 examples of advocacy from 34 states and selected six sites for case studies. Factors that supported positive outcomes include advocates who are persistent, knowledgeable about both best practices in gifted education and local state political processes, and more often collaborative than adversarial. (Contains references.) |
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