Pub Date : 2021-10-01DOI: 10.1177/10762175211030528
Marques R. Dexter, K. Collins, Tarek Grantham
Professional athletes and entertainers are often identified as the source of emulation for young males, especially Black males. With far less romanticized career representations than those in the athletic arena, many Black families foster, knowingly and unknowingly, a polarized path to elusive goals of a professional athletic career. Explicitly focusing on academically gifted Black males who are also athletically talented, gifted education teachers have an opportunity to support and cultivate dual identity development complement both athletic and scholar identities, acknowledging the cultural significance sport and athletics play. This article seeks to provide gifted education teachers with a framework to fulfill these goals—the Scholar Baller Model. Through its integration into the curriculum, gifted education teachers can enrich the pre-college experiences of academically and athletically gifted Black males, resulting in more positive convergence of their academic and athletic identities that will, in turn, cultivate more positive educational outcomes and career options for collegiate-level Black athletes.
{"title":"Extending the Scholar Baller Model to Support and Cultivate the Development of Academically Gifted Black Male Student-Athletes","authors":"Marques R. Dexter, K. Collins, Tarek Grantham","doi":"10.1177/10762175211030528","DOIUrl":"https://doi.org/10.1177/10762175211030528","url":null,"abstract":"Professional athletes and entertainers are often identified as the source of emulation for young males, especially Black males. With far less romanticized career representations than those in the athletic arena, many Black families foster, knowingly and unknowingly, a polarized path to elusive goals of a professional athletic career. Explicitly focusing on academically gifted Black males who are also athletically talented, gifted education teachers have an opportunity to support and cultivate dual identity development complement both athletic and scholar identities, acknowledging the cultural significance sport and athletics play. This article seeks to provide gifted education teachers with a framework to fulfill these goals—the Scholar Baller Model. Through its integration into the curriculum, gifted education teachers can enrich the pre-college experiences of academically and athletically gifted Black males, resulting in more positive convergence of their academic and athletic identities that will, in turn, cultivate more positive educational outcomes and career options for collegiate-level Black athletes.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"203 - 215"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48575399","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 : 2021-10-01DOI: 10.1177/10762175211030535
Meghan Ecker-Lyster, Lauren Coleman-Tempel, Sabrina Gregersen, Jamie A. Snyder
This literature review uses a socio-cultural lens to explore how income, race, culture, and parenting practices interact to cause, complicate, and further exacerbate the gap in gifted student identification. The article reframes the aforementioned factors using Annette Lareau’s work on concerted cultivation and natural growth models as a theoretical explanation. The authors recommend the following to address gifted education enrollment inequity: enhanced preparation and training of gifted student identification for educators, education about culturally relevant teaching practices, and improvements to the curricula in schools serving minority and low-income students.
{"title":"A Sociological Examination of Parenting Practices and Gifted Education","authors":"Meghan Ecker-Lyster, Lauren Coleman-Tempel, Sabrina Gregersen, Jamie A. Snyder","doi":"10.1177/10762175211030535","DOIUrl":"https://doi.org/10.1177/10762175211030535","url":null,"abstract":"This literature review uses a socio-cultural lens to explore how income, race, culture, and parenting practices interact to cause, complicate, and further exacerbate the gap in gifted student identification. The article reframes the aforementioned factors using Annette Lareau’s work on concerted cultivation and natural growth models as a theoretical explanation. The authors recommend the following to address gifted education enrollment inequity: enhanced preparation and training of gifted student identification for educators, education about culturally relevant teaching practices, and improvements to the curricula in schools serving minority and low-income students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"194 - 202"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49345619","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 : 2021-10-01DOI: 10.1177/10762175211030534
J. Milinga
Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.
{"title":"Rethinking Gifted Education in Tanzania: Toward Its Development in the Country","authors":"J. Milinga","doi":"10.1177/10762175211030534","DOIUrl":"https://doi.org/10.1177/10762175211030534","url":null,"abstract":"Educating gifted and talented students is of paramount importance not only for individuals but also for enhancing a nation’s socioeconomic development, science and technology. However, while there appears to be increasing evidence at the international scholarly space on the importance of promoting gifted education, the situation is different in Tanzania where there is yet no systematic provision for it. This article reviews literature to establish the need for the systematic provision of gifted education in Tanzania and suggests ways on how its development can be initiated in the country. The article identifies areas considered essential in improving gifted education while promoting equity and excellence in nurturing the gifted in Tanzania. These areas are discussed within the context of the proposed model for developing a system of gifted education in the country. In this development, the article argues for the integration of prosocial education with gifted education for the desired future of Tanzania’s gifted education.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"216 - 227"},"PeriodicalIF":0.0,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44365213","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 : 2021-07-01DOI: 10.1177/10762175211008502
Wendy M. Lewis, Madelyn W. Colonnese
The National Association for Gifted Children and The National Council of Teachers of Mathematics both call for problem posing. This article illustrates the strategies used during a series of three Three-Act Tasks to foster second grade students’ abilities to problem pose. The students’ problem posing improved across the three Three-Act Tasks and revealed mathematically creative thinking. To support and encourage the students to problem pose, the teacher asked generative questions, modeled various problems, provided concrete manipulatives, and had the students create their own sequel to the Three-Act Tasks.
{"title":"Fostering Mathematical Creativity Through Problem Posing and Three-Act Tasks","authors":"Wendy M. Lewis, Madelyn W. Colonnese","doi":"10.1177/10762175211008502","DOIUrl":"https://doi.org/10.1177/10762175211008502","url":null,"abstract":"The National Association for Gifted Children and The National Council of Teachers of Mathematics both call for problem posing. This article illustrates the strategies used during a series of three Three-Act Tasks to foster second grade students’ abilities to problem pose. The students’ problem posing improved across the three Three-Act Tasks and revealed mathematically creative thinking. To support and encourage the students to problem pose, the teacher asked generative questions, modeled various problems, provided concrete manipulatives, and had the students create their own sequel to the Three-Act Tasks.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"141 - 150"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10762175211008502","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45921155","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 : 2021-07-01DOI: 10.1177/10762175211008516
Dhara Baiden
The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.
{"title":"Meeting the Unique Needs of Gifted Students Through an Arts-Integrated, Project-Based Learning Opportunity: The EncycloMEdia Project","authors":"Dhara Baiden","doi":"10.1177/10762175211008516","DOIUrl":"https://doi.org/10.1177/10762175211008516","url":null,"abstract":"The “EncycloMEdia” project provides a stimulating project-based opportunity for gifted and talented students in the middle and upper grades. Its first component is an arts-integration piece in the form of an altered book. The second component is a cumulative assessment document containing students’ text-based analyses that correspond to the entries in the altered book. Both components of the project require students to develop valuable critical thinking and writing skills. This integrated, project-based unit can be modified to address any subject area. Detailed descriptions of the content, process, and product are included so educators can implement this idea with their own gifted students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"151 - 170"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10762175211008516","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47588575","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 : 2021-07-01DOI: 10.1177/10762175211011210
D. Ford, J. Davis, Gilman W. Whiting, James L. Moore
The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of advanced programming. They conclude by describing 10 characteristics of culturally responsive, equity-minded allies.
{"title":"Going Beyond Lip Service When It Comes to Equity: Characteristics of Equity-Minded, Culturally Responsive Allies in Gifted and Talented Education","authors":"D. Ford, J. Davis, Gilman W. Whiting, James L. Moore","doi":"10.1177/10762175211011210","DOIUrl":"https://doi.org/10.1177/10762175211011210","url":null,"abstract":"The authors provide a history of inequities in gifted education and recognize the academic, cultural, and psychosocial needs of gifted and talented Black and Hispanic students, who are in need of advanced programming. They conclude by describing 10 characteristics of culturally responsive, equity-minded allies.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"174 - 178"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10762175211011210","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41317578","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 : 2021-07-01DOI: 10.1177/10762175211009942
J. Vantassel-Baska
This article describes how the arts may be used as interdisciplinary tools to enhance and deepen the learning experience for students. They may be (a) direct adaptations of the core curriculum, (b) added emphases in instructional approaches, and/or (c) an integration of artistic media into interdisciplinary concept learning. An organizer provides teachers with a way to integrate arts into an existing lesson, higher order questions to guide learners in understanding the artifact selected for consideration, and a reproducible rubric to assess a student’s developing sensitivity to the role of aesthetic experience in learning at a deeper and broader level.
{"title":"Using the Arts to Differentiate Curriculum for the Gifted","authors":"J. Vantassel-Baska","doi":"10.1177/10762175211009942","DOIUrl":"https://doi.org/10.1177/10762175211009942","url":null,"abstract":"This article describes how the arts may be used as interdisciplinary tools to enhance and deepen the learning experience for students. They may be (a) direct adaptations of the core curriculum, (b) added emphases in instructional approaches, and/or (c) an integration of artistic media into interdisciplinary concept learning. An organizer provides teachers with a way to integrate arts into an existing lesson, higher order questions to guide learners in understanding the artifact selected for consideration, and a reproducible rubric to assess a student’s developing sensitivity to the role of aesthetic experience in learning at a deeper and broader level.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"44 1","pages":"171 - 173"},"PeriodicalIF":0.0,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/10762175211009942","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46010344","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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