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.) |
