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1.
Michael Clay Thompson 《Roeper Review》2013,35(3):208-209
After over two decades of discussions regarding the identification of giftedness among non‐traditional populations in the United States, the issues remain the same. Many students continue to be under represented in programs for the gifted because of traditional assessment instruments used to identify gifted students. Moreover, the sociocultural influences on giftedness still have not been integrated into the identifying process. This article presents the efforts of a project responding to the need for culturally relevant alternatives to present assessment practices in the identification of giftedness among the rural Mexican American population in the southwest United States. 相似文献
2.
数学天赋教育是数学教育改革的重要分支，美国最近20多年的数学教育改革提供了关于数学天赋教育的有价值的经验，天才班并不是培养数学天赋学生的唯一选择，数学教师必须努力在一般课堂中识别数学天赋学生并开发他们的潜能；必须学会运用基本的策略来调整课堂教学以提高对天赋学生教学的能力；必须逐步建立自己的信念，调整自己的知识结构来培养数学天赋学生。 相似文献
3.
Hani Morgan 《Clearing house (Menasha, Wis.)》2013,86(4-5):156-162
When implemented well, gifted education creates opportunities for future success. However, when gifted students are not placed in gifted programs, they typically struggle in school. Unfortunately, low-income students of color are underrepresented in gifted education. A variety of causes, including a lack of teachers of color and biased methods of identifying students for these programs, contribute to this problem. This essay focuses on why teachers of color are likely to enhance the education of gifted minority students in the United States and why few teachers of color work in school settings. It also offers recommendations for increasing the percentage of students of color in gifted education. 相似文献
4.
Tarek C. Grantham 《The Urban Review》2013,45(4):518-538
Nationally, Black males are more under-represented in gifted programs than all other groups (United States Department of Education Office of Civil Rights, Civil rights data collection. Author, Washington, DC, 2006, 2009); at no time in the history of gifted education can data be found to indicate otherwise (Ford in Multicultural gifted education. Waco, Prufrock Press, 2011a). Before, during, and after segregated schools became unconstitutional, a prolific scholar challenged educators to respond to the severe and pervasive under-representation of Black students in gifted education. This article illustrates how E. Paul Torrance was an upstander (Grantham in Roeper Rev 33:263–272, 2011) who confronted the crisis of under-identified talent among Black students which was, in part, due to narrow race- and class-based conceptions of intelligence. Specifically, this article calls attention to how Torrance valued different types of intelligence and used his scholarship to highlight Black male students’ creative gifts. Using Torrance’s body of work as a guide, implications for research, policy and praxis on creativity from an equity and social justice perspective will be discussed. 相似文献
5.
This paper explores the process of assessment in social work education programs throughout the United States. Following the guidelines of the Council on Social Work Education (CSWE) 2008 Educational Policy and Accreditation Standards (EPAS), social work education has switched from student learning outcomes to competency-based measures. Included in this study is a literature review on current assessment practices and results of a research project on assessment practices in social work education programs nationwide. The findings may be useful to social work educators in addressing programmatic changes and revisions based on the 2015 EPAS. 相似文献
6.
Mindy Kornhaber 《High Ability Studies》1999,10(2):143-161
In the United States, poor and minority students are disproportionately excluded from programs for the gifted. Current identification practices for gifted education programs are a primary barrier for these youngsters. This study investigated three alternative assessments for identifying students. Each was said to draw on the theory of multiple intelligences (Gardner, 1983) and to increase the identification of traditionally under‐served youngsters. This investigation asked: (1) Is it reasonable to associate increases in the identification of under‐served youngsters with these assessments? (2) Is it reasonable to associate each assessment with the theory of multiple intelligences? To answer these questions, qualitative data were analyzed against a framework of eight criteria. This revealed that no assessment met all eight criteria; each met a different subset of the eight. 相似文献
7.
8.
Emily T. Tarver Rita R. Culross 《Journal of educational and psychological consultation》2013,23(4):369-374
This article provides a response from the perspectives of a teacher of the gifted and a trainer of teachers of the gifted. Following a brief summary of the authors' collective experience, the article highlights major issues represented by the four articles and identifies common themes across the various disciplines with respect to consultation and gifted education. A call for needed research and more collaborative work among gifted educators and school support personnel is made. 相似文献
9.
While the number and relative proportion of English language learners (ELL) in public school systems is rapidly increasing, ELL students are often overlooked for gifted programs, and for this reason are grossly underrepresented in gifted and talented education programs. Identification practices that were implemented decades ago did not take into account the linguistic and cultural diversity of students that are present in schools today. This theoretical article examines current gifted identification practices related to ELL students in public schools nationwide. The authors identify necessary components to this process that are often overlooked for ELL populations. Recommendations for best practice and future research are provided. 相似文献
10.
Sarah Lohnes Watulak 《Educational Action Research》2016,24(4):503-518
The challenge of preparing teachers and their eventual students to be successful, full participants in today’s digital society is one that faces all teacher preparation programs. However, in the United States our current system of technology instruction in pre-service education focuses primarily on functional technology skills, and critical and reflective components are largely absent. The present study was conducted to investigate the feasibility of using inquiry groups as a site for critical digital literacy work with pre-service teachers at a mid-size university in the Mid-Atlantic United States. The purpose of the inquiry was to engage in a critique of our own digital literacy practices within our wider socio-cultural context (i.e. the digital society). This article describes the inquiry group process and outcomes, and provides implications for using inquiry groups to develop critical digital literacy with pre-service teachers. 相似文献
11.
从不同的语言观看美国双语教育之争 总被引：3，自引：1，他引：2
自从1968年美国颁布第一部<双语教育法案>确立了双语教育的合法地位以来,美国的双语教育在短短30多年时间里几经沉浮,可谓命运多舛.本文就美国社会对语言多样性问题所持有的三种不同语言观及其在美国双语教育的发展历程中所发挥的作用进行分析,以期进一步深刻理解美国双语教育兴衰变迁的政治性基础. 相似文献
12.
Judy L. Lupart Michael C. Pyryt Shelley L. Watson Krista Pierce 《International journal for the advancement of counseling》2005,27(2):173-190
Education in Canada is determined at the provincial level of jurisdiction. Each province and territory has a unique system of legislation and policy, although most provinces view the education of gifted students as a category of service provision under special education. The first section of this paper provides a brief, general overview of key themes that emerge from an analysis of the relevant Education Ministry documents and literature concerning gifted education and counselling within the Canadian context. Where appropriate, the particular province(s) and/or territory(s) associated with the themes is noted. The second section highlights the work of Canadian scholars most relevant to counsellors working with gifted students. A brief review of recommended counselling needs, goals, and practices for the gifted is presented in the conclusion. 相似文献
13.
Christopher P. Brown Joanna Englehardt 《Journal of Early Childhood Teacher Education》2013,34(3):216-244
ABSTRACTPolicy makers and early childhood stakeholders across the United States continue to seek policy solutions that improve early educators’ instruction of young children. A primary vehicle for attaining this goal is professional development. This has led to an influx of empirical studies that seek to develop a set of best practices for professional development. While this deductive work is important and informative, it provides limited insight into how professional development is being conceptualized, and how teachers experience, respond to, or learn from these programs. This article begins to address these issues by presenting findings from a qualitative metasynthesis of published peer-reviewed qualitative studies of professional development programs for in-service early educators in the United States. By analyzing, synthesizing, and interpreting these studies, it appears that while such programs may have a positive impact on teachers’ conceptions of practice, there is a need to expand the research literature beyond identifying what works so that it includes studies examining teachers using such practices with children and investigations into teachers’ knowledge of their local teaching and learning communities. This study ends by offering an interpretation of the relationship between these findings and the field of teacher education. 相似文献
14.
ABSTRACTThe purpose of this article is to explore how pedagogical visions inform our work as former classroom teachers and current teacher educators in rural and urban regions of the United States. Specifically, we explore the instructional decisions we make as we work to meet these visions in higher education. Teacher educators are charged with the task of fostering visionary teachers in today’s highly challenging educational landscape. We pose the question: How can teacher educators foster visionary beginning teachers without an examination of their visions for their practice? Using a self-study design, we examine the intersections of our pedagogical visions for teaching and the instructional actions we take to work toward our visions in higher education. Findings highlight specific instructional practices and strategies used to enact visions while providing a critical discussion of the lens of visioning within self-study research. 相似文献
15.
Adam Winsler Deepti Gupta Karkhanis Yoon Kyong Kim Jerome Levitt 《The Urban Review》2013,45(4):416-447
Although it is well established that Black male students are underrepresented in gifted educational programs in the United States, due to a scarcity of longitudinal prospective research, little is known about the protective factors at the child, family, and school level that increase the probability of Black male students being identified as gifted during early elementary school. Using data from the Miami School Readiness Project, we followed 6,926 low-income Black males from preschool through 5th grade to describe trajectories for the 453 Black males (6.5 %) who were identified as gifted, and examined child, family, and preschool variables associated with gifted classification. Boys were most commonly identified as gifted in first and second grade, and 15 % of the identified boys did not appear to be receiving gifted courses. Hierarchical multiple logistic regression analyses revealed that being classified as gifted in early elementary school was more likely for Black males who (a) attended public school pre-K programs at age four, (b) had higher cognitive, language, fine motor, behavioral, and emergent literacy school readiness skills before entering kindergarten, (c) spoke a language other than English at home, (d) were older upon entering kindergarten, (e) received higher grades in school, and (f) scored higher on standardized tests of math and reading. Predictors of gifted identification in the kindergarten year were different and weaker compared to identification in later years. Implications for early identification and intervention for talented Black males are discussed. 相似文献
16.
Women and research: Perceptions,attitudes, and choice in Sweden 总被引：1，自引：1，他引：1
Bo Ekehammar 《Higher Education》1985,14(6):693-721
An obvious facet of Swedish higher education and research is the uneven distribution of the sexes in graduate education and in research careers. Against the background of some outlined trends for differing aspects of equality between the sexes in graduate studies and research, this article presents the results of the several empirical studies that are of relevance to this problem area. The focus is on some probably critical periods for research recruitment which occur prior to any graduate studies, especially the transition between high school and college. The empirical studies were focused on (1) study aspirations after high school, (2) gifted high school students, (3) work values and choice of continued education, (4) attitudes toward science and research, and (5) perceptions of researchers and research. The results show significant and substantial sex differences in some aspects, but not in others. The implications of the sex differences, and similarities, for the recruitment to research education and research careers are discussed. 相似文献
17.
Carol L. Tieso 《Roeper Review》2013,35(1):29-36
The No Child Lett Behind legislation, with its emphasis on conducting scientifically based research, has reopened the door to a set of instructional and curricular practices left for dead in light of the scathing criticism of Oakes and Slavin in the 1980s, mainly ability grouping. This article represents a review of the literature of best practices, both instructional and curricular, that may lead to increased achievement among America's gifted and talented youth, whether they reside in an enrichment or resource room or the regular classroom. The review suggests that flexible ability grouping, combined with appropriate curricular revision or differentiation, may result in substantial achievement gains both for average and high ability learners. It is imperative that researchers in the field of gifted education take the lead in this endeavor so that no child, including the gifted and talented, will be left behind. 相似文献
18.
There has been limited focus among researchers on the nature and needs of gifted Native American students in the past 30 years, and the work that has been done frequently generalizes findings across Native American cultures. This article reviews recent literature on Native American youth and on gifted Native American students; examines the current condition of education in the Diné (Navajo) Nation through a sociocultural motivation lens and based on work with one tribal community on this reservation; calls researchers and educators to action and to recognize that, as with all ethnic groups, many individual cultures exist within Native American populations; and offers suggestions for education personnel. © 2012 Wiley Periodicals, Inc. 相似文献
19.
Jennifer L. Jolly 《Roeper Review》2013,35(2):98-105
Florence L. Goodenough is not a name immediately associated with gifted education. Although she studied under two of the field's most recognized pioneers, Leta S. Hollingworth and Lewis Terman, her initial work in gifted education did not evolve into the mainstay of her research. This work discusses her contributions to gifted education, work in the fields of psychology and child study, and role as mentor, teacher, and example to up-and-coming female psychologists. 相似文献
20.
Lauri Johnson Stephen L. Jacobson Kam Cheung Wong 《Scandinavian Journal of Educational Research》2013,57(4):407-422
This article provides a cross‐national perspective on successful school principalship in three countries derived from an analysis of case studies in the International Successful School Principalship Project (ISSPP). The ISSPP aims to investigate the characteristics, processes and effects of successful school leadership across eight countries (i.e. Australia, Canada, England, the United States, China, Denmark, Sweden and Norway). Examples from the USA, Norway and China (Shanghai) were selected to illustrate cross‐national differences related to the societal purposes of education, the structure and funding of different national educational systems and the influence of particular governmental educational policies (i.e. accountability‐oriented policies) on the leadership practices of individual school principals. Variations in selection criteria and research procedures were also noted. Recommendations for further research using a cultural framework include analysing multiethnic schools to identify culturally specific leadership practices as well as developing further ISSPP case studies in non‐Western contexts. 相似文献