Pub Date : 2022-01-07DOI: 10.4324/9781003236863-11
Deborah Dailey, Jason Trumble, Michelle L. Buchanan
{"title":"Aligning Gifted Programming Standards with ISTE Standards for Enhanced Student Outcomes","authors":"Deborah Dailey, Jason Trumble, Michelle L. Buchanan","doi":"10.4324/9781003236863-11","DOIUrl":"https://doi.org/10.4324/9781003236863-11","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84207869","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Designing Supportive School Environments for Social and Emotional Development","authors":"Thomas P. Hébert","doi":"10.4324/9781003236863-2","DOIUrl":"https://doi.org/10.4324/9781003236863-2","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81544578","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The National Association for Gifted Children (NAGC, 2000) issued its original 1998 standards to guide policy and practice with our most able students. Many of these students were and are neglected in the standards movement and in educational policy in general. At that time, the nation and our schools were relatively diverse and different relative to culture (e.g., race, language), but nowhere near as racially and linguistically different as we are today. Then and now, however, students identified and served as gifted remain unjustifiably homogeneous in terms of racial and linguistic background. Despite standards and legislation such as Brown v. the Board of Education (1954), the Civil Rights Act of 1964, and the Jacob K. Javits Gifted and Talented Students Education Act of 1988 (Javits), too few students in gifted education are Black, Hispanic, and Native American, with underrepresentation ranging from approximately 50% for Blacks, 40% for Hispanics, and 30% for Native Americans (Ford, 2011c). According to NAGC (2008), In particular, the Javits Act was originally passed by Congress in 1988 as part of the Elementary and Secondary Education Act to support the development of talent in U.S. schools. The Javits Act, which is the only federal program dedicated specifically to gifted and talented students, does not fund local gifted education programs. The purpose of the act is to orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools 46to meet the special educational needs of gifted and talented students. (para. 1)
{"title":"Using the NAGC Gifted Programming Standards to Create Programs and Services for Culturally and Linguistically Different Gifted Students","authors":"D. Ford, T. C. Grantham","doi":"10.4324/9781003236870-3","DOIUrl":"https://doi.org/10.4324/9781003236870-3","url":null,"abstract":"The National Association for Gifted Children (NAGC, 2000) issued its original 1998 standards to guide policy and practice with our most able students. Many of these students were and are neglected in the standards movement and in educational policy in general. At that time, the nation and our schools were relatively diverse and different relative to culture (e.g., race, language), but nowhere near as racially and linguistically different as we are today. Then and now, however, students identified and served as gifted remain unjustifiably homogeneous in terms of racial and linguistic background. Despite standards and legislation such as Brown v. the Board of Education (1954), the Civil Rights Act of 1964, and the Jacob K. Javits Gifted and Talented Students Education Act of 1988 (Javits), too few students in gifted education are Black, Hispanic, and Native American, with underrepresentation ranging from approximately 50% for Blacks, 40% for Hispanics, and 30% for Native Americans (Ford, 2011c). According to NAGC (2008),\u0000\u0000 In particular, the Javits Act was originally passed by Congress in 1988 as part of the Elementary and Secondary Education Act to support the development of talent in U.S. schools. The Javits Act, which is the only federal program dedicated specifically to gifted and talented students, does not fund local gifted education programs. The purpose of the act is to orchestrate a coordinated program of scientifically based research, demonstration projects, innovative strategies, and similar activities that build and enhance the ability of elementary and secondary schools 46to meet the special educational needs of gifted and talented students. (para. 1)","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"63 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76606384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-09-03DOI: 10.4324/9781003236870-10
Chrystyna V. Mursky
Standards provide a basis for developing policies, rules, procedures, plans, programming and services, assessment systems, and professional development at both the state and local levels. State departments of education use national standards for two additional purposes: (a) to evaluate and improve state standards, and (b) to approve gifted plans and programs and monitor for compliance with state regulations. In the 2008–2009 State of the Nation in Gifted Education report, “28 states mandate some form of programs or services for gifted children,” but it is a “piecemeal, inconsistent, and at times bewildering collection of policies and programs that vary sharply from state to state … Ultimately gifted and talented students are ill-served by this fragmented and uncoordinated method of delivery” (NAGC, 2009, p. 3). The NAGC Pre-K–Grade 12 Gifted Programming Standards (2010b) provide promise for bringing consistency among states. This chapter will explore how three states are presently implementing the standards and suggest additional ideas about how they might be used.
标准为制定政策、规则、程序、计划、规划和服务、评估系统以及州和地方各级的专业发展提供了基础。州教育部门使用国家标准还有两个额外的目的:(a)评估和改进州标准，(b)批准天才计划和项目，并监督其遵守州法规。在《2008-2009年全国资优教育状况报告》中，“28个州为资优儿童制定了某种形式的项目或服务。”但它是一个“零碎的，不一致的，有时令人困惑的政策和计划的集合，各州之间差异很大……最终，天才和有才华的学生在这种分散和不协调的交付方法中得不到应有的服务”(NAGC, 2009，第3页)。NAGC pre - k - 12年级天才计划标准(2010b)提供了在各州之间实现一致性的承诺。本章将探讨三个州目前是如何实施这些标准的，并就如何使用这些标准提出一些建议。
{"title":"State Models for Implementing the Standards","authors":"Chrystyna V. Mursky","doi":"10.4324/9781003236870-10","DOIUrl":"https://doi.org/10.4324/9781003236870-10","url":null,"abstract":"Standards provide a basis for developing policies, rules, procedures, plans, programming and services, assessment systems, and professional development at both the state and local levels. State departments of education use national standards for two additional purposes: (a) to evaluate and improve state standards, and (b) to approve gifted plans and programs and monitor for compliance with state regulations. In the 2008–2009 State of the Nation in Gifted Education report, “28 states mandate some form of programs or services for gifted children,” but it is a “piecemeal, inconsistent, and at times bewildering collection of policies and programs that vary sharply from state to state … Ultimately gifted and talented students are ill-served by this fragmented and uncoordinated method of delivery” (NAGC, 2009, p. 3). The NAGC Pre-K–Grade 12 Gifted Programming Standards (2010b) provide promise for bringing consistency among states. This chapter will explore how three states are presently implementing the standards and suggest additional ideas about how they might be used.","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75107202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Using the NAGC Gifted Programming Standards to Evaluate Progress and Success: Why and How","authors":"Reva Friedman-Nimz","doi":"10.4324/9781003236870-9","DOIUrl":"https://doi.org/10.4324/9781003236870-9","url":null,"abstract":"Give to us clear vision that we may know where to stand and what to stand for—because unless we stand for something, we shall fall for anything.","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"52 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86649324","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Programming Models and Program Design","authors":"C. Adams, Chrystyna V. Mursky, Bill Keilty","doi":"10.4324/9781003236870-7","DOIUrl":"https://doi.org/10.4324/9781003236870-7","url":null,"abstract":"","PeriodicalId":19054,"journal":{"name":"NAGC Pre-K–Grade 12 Gifted Education Programming Standards","volume":"10 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73842886","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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