Pub Date : 2023-09-29DOI: 10.1177/10762175231186904
Ophélie A. Desmet, Danielle M. Crimmins, Gerniya Flewellen, Kathryn C. Seigfried-Spellar
The purpose of the present study was to evaluate a cybersecurity and digital forensics enrichment program for gifted and talented students to determine students' perceptions of this enrichment course. We evaluated data from 25 secondary education students and one educator to examine their perceptions of the program. Responses from students and the teacher indicated that the cyber enrichment program was well-received by students. Findings demonstrated that authentic and hands-on experiences with cybersecurity and digital forensics were associated with students' perceiving the program as appealing and meaningful and perceiving themselves as highly efficacious when it comes to cybersecurity and digital forensics. Future research directions are discussed.
{"title":"Students’ Perceptions of a Cyber Enrichment Program","authors":"Ophélie A. Desmet, Danielle M. Crimmins, Gerniya Flewellen, Kathryn C. Seigfried-Spellar","doi":"10.1177/10762175231186904","DOIUrl":"https://doi.org/10.1177/10762175231186904","url":null,"abstract":"The purpose of the present study was to evaluate a cybersecurity and digital forensics enrichment program for gifted and talented students to determine students' perceptions of this enrichment course. We evaluated data from 25 secondary education students and one educator to examine their perceptions of the program. Responses from students and the teacher indicated that the cyber enrichment program was well-received by students. Findings demonstrated that authentic and hands-on experiences with cybersecurity and digital forensics were associated with students' perceiving the program as appealing and meaningful and perceiving themselves as highly efficacious when it comes to cybersecurity and digital forensics. Future research directions are discussed.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"65 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135244233","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 : 2023-09-29DOI: 10.1177/10762175231186935
Kemal Yurumezoglu, Merve Oztas Cin, Semra Demir, Gözde Bacakoglu
The activity described here was designed to center on the observation of circadian rhythms in plants through the example of growing beans. The aim was to develop students’ skills of systematic observation of various variables in the long-term. Our study took place at a Science and Arts Center with 17 gifted students in the third and fourth grades who were receiving supplementary education at the center. In the first stage of the study, the teacher initiated the cultivation of the plant and the process of observation 2 weeks ahead of the class and based on the experience of the observation, set up a detailed plan for a classroom activity. The activity was carried out in three phases. The first phase involved the planting and germination of the beans in pots. The second phase focused on the first appearance of the plant’s leaves, while the third phase comprised the process of observing the effects of the intensity of light and the changes in temperature in the environment on the opening and closing movements of the leaves. It was found that the gifted students were successful in making long-term, systematic observations of various variables, and that as time passed, their dedication to the project increased. This motivation led them to delve deeper using different individual skills of scientific observation to discover how circadian rhythm is manifested in different plants, thus expanding their framework of accurate observation. We recommend the widespread use of this activity in the education of gifted students.
{"title":"The Scientific Observation Experiences of Gifted/Talented Students: Observing Circadian Rhythm in the Common Bean Plant","authors":"Kemal Yurumezoglu, Merve Oztas Cin, Semra Demir, Gözde Bacakoglu","doi":"10.1177/10762175231186935","DOIUrl":"https://doi.org/10.1177/10762175231186935","url":null,"abstract":"The activity described here was designed to center on the observation of circadian rhythms in plants through the example of growing beans. The aim was to develop students’ skills of systematic observation of various variables in the long-term. Our study took place at a Science and Arts Center with 17 gifted students in the third and fourth grades who were receiving supplementary education at the center. In the first stage of the study, the teacher initiated the cultivation of the plant and the process of observation 2 weeks ahead of the class and based on the experience of the observation, set up a detailed plan for a classroom activity. The activity was carried out in three phases. The first phase involved the planting and germination of the beans in pots. The second phase focused on the first appearance of the plant’s leaves, while the third phase comprised the process of observing the effects of the intensity of light and the changes in temperature in the environment on the opening and closing movements of the leaves. It was found that the gifted students were successful in making long-term, systematic observations of various variables, and that as time passed, their dedication to the project increased. This motivation led them to delve deeper using different individual skills of scientific observation to discover how circadian rhythm is manifested in different plants, thus expanding their framework of accurate observation. We recommend the widespread use of this activity in the education of gifted students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135243684","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 : 2023-07-31DOI: 10.1177/10762175231186455
Jessa Luckey Goudelock, Tarek Grantham
Acceleration is an effective approach for many high ability students, and it can be especially beneficial for Black students. Upstander teachers are those who recognize educational crises and the problem of overlooked and underdeveloped gifts and talents of Black students in regular and gifted education programs. They proactively identify Black students’ intellectual and academic strengths and plan not only enrichment services, but accelerated pathways for Black students to be appropriately challenged. Too many Black students with gifts and talents succumb to boredom, underachievement, and atrophy when bystander teachers have low academic expectations of them and fail to recommend them for academically rigorous advanced and accelerated learning experiences. The purpose of this article is to present acceleration as a means of creating equitable opportunities in gifted education for gifted Black students using Frasier’s Four A’s framework: attitude, access, assessment, and accommodation. Specifically, the following questions are addressed: What are upstander attitudes toward acceleration and related policies? How can upstander teachers know if a Black student is a good candidate for acceleration and increase their access to acceleration? How can upstander teachers provide equitable assessments of Black students for acceleration? What can upstander teachers do to support acceleration programming that accommodates the needs of gifted Black students? Six tables provide an overview of acceleration types, a guide to promote equitable acceleration, and considerations for accelerating gifted Black students.
{"title":"Applying Frasier Four A’s to Promote Upstander Teachers for Academic Acceleration of Gifted Black Students","authors":"Jessa Luckey Goudelock, Tarek Grantham","doi":"10.1177/10762175231186455","DOIUrl":"https://doi.org/10.1177/10762175231186455","url":null,"abstract":"Acceleration is an effective approach for many high ability students, and it can be especially beneficial for Black students. Upstander teachers are those who recognize educational crises and the problem of overlooked and underdeveloped gifts and talents of Black students in regular and gifted education programs. They proactively identify Black students’ intellectual and academic strengths and plan not only enrichment services, but accelerated pathways for Black students to be appropriately challenged. Too many Black students with gifts and talents succumb to boredom, underachievement, and atrophy when bystander teachers have low academic expectations of them and fail to recommend them for academically rigorous advanced and accelerated learning experiences. The purpose of this article is to present acceleration as a means of creating equitable opportunities in gifted education for gifted Black students using Frasier’s Four A’s framework: attitude, access, assessment, and accommodation. Specifically, the following questions are addressed: What are upstander attitudes toward acceleration and related policies? How can upstander teachers know if a Black student is a good candidate for acceleration and increase their access to acceleration? How can upstander teachers provide equitable assessments of Black students for acceleration? What can upstander teachers do to support acceleration programming that accommodates the needs of gifted Black students? Six tables provide an overview of acceleration types, a guide to promote equitable acceleration, and considerations for accelerating gifted Black students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"250 - 265"},"PeriodicalIF":0.0,"publicationDate":"2023-07-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47750826","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 : 2023-06-17DOI: 10.1177/10762175231168445
Jennifer H. Robins, Laila Y. Sanguras, Ashley Y. Carpenter
In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent development. In our discussion of the curriculum frameworks, we share how two accelerated, online courses centered on themes that motivate and engage diverse learners: identity, heroism, conviction, and sacrifice. In addition, we highlight how the exploration of these themes through texts written by diverse authors and featuring diverse characters allows students to go on an even deeper journey into self-discovery. The second focus of this article is on the curriculum development process. We illustrate the iterative nature of the development of the curriculum, including descriptions of the site visits and use of teacher and student feedback in each stage of revisions.
{"title":"Development of an Online, Culturally Responsive, Accelerated Language Arts Curriculum for Middle School Students","authors":"Jennifer H. Robins, Laila Y. Sanguras, Ashley Y. Carpenter","doi":"10.1177/10762175231168445","DOIUrl":"https://doi.org/10.1177/10762175231168445","url":null,"abstract":"In this article, we focus on two components of the Online Curriculum Consortium for Accelerating Middle School (OCCAMS) project: the curriculum frameworks and the curriculum development process. The frameworks include the Integrated Curriculum Model (advanced content, unit themes, and process/product), culturally responsive curriculum, and talent development. In our discussion of the curriculum frameworks, we share how two accelerated, online courses centered on themes that motivate and engage diverse learners: identity, heroism, conviction, and sacrifice. In addition, we highlight how the exploration of these themes through texts written by diverse authors and featuring diverse characters allows students to go on an even deeper journey into self-discovery. The second focus of this article is on the curriculum development process. We illustrate the iterative nature of the development of the curriculum, including descriptions of the site visits and use of teacher and student feedback in each stage of revisions.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"168 - 179"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45943393","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 : 2023-06-17DOI: 10.1177/10762175231168798
D. Ford, Erik M. Hines, E. Fletcher, Renae D. Mayes, Tanya J. Middleton, James L. Moore
This article addresses first what students and professionals know and do not know about cultural competence and anti-racism. The authors then focus on dispositions (what students and professionals want to know and do not want to know), and then skills (e.g., strategies, techniques, resources). They suggest that being skilled in cultural differences depends extensively on the degree of information known or not known, along with the desire or will to learn (or not) about culture and cultural differences, and how to be anti-racist. They conclude by offering recommendations to school administrators in recruiting and retaining teachers and school counselors that reflect the student population within their schools.
{"title":"Dispositions Promote or Inhibit Cultural Competence and Anti-racism: Discussion and Resources for Gifted Education","authors":"D. Ford, Erik M. Hines, E. Fletcher, Renae D. Mayes, Tanya J. Middleton, James L. Moore","doi":"10.1177/10762175231168798","DOIUrl":"https://doi.org/10.1177/10762175231168798","url":null,"abstract":"This article addresses first what students and professionals know and do not know about cultural competence and anti-racism. The authors then focus on dispositions (what students and professionals want to know and do not want to know), and then skills (e.g., strategies, techniques, resources). They suggest that being skilled in cultural differences depends extensively on the degree of information known or not known, along with the desire or will to learn (or not) about culture and cultural differences, and how to be anti-racist. They conclude by offering recommendations to school administrators in recruiting and retaining teachers and school counselors that reflect the student population within their schools.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"220 - 224"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47903560","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 : 2023-06-17DOI: 10.1177/10762175231168443
Del Siegle
This article explores the potential uses of AI in gifted education programs. Gifted students often have unique learning characteristics and require specialized program services. The use of AI can provide advanced content, personalized learning, creative writing and image manipulation, critical thinking and problem-solving, collaboration, research skills, and advanced technology. ChatGPT and Bing AI can be used to provide additional resources and challenges, design individualized learning plans, provide feedback on writing, and pose challenging questions or problems. While AI has its limitations, it can be a valuable tool for gifted education programs to help meet the needs of gifted and talented students.
{"title":"A Role for ChatGPT and AI in Gifted Education","authors":"Del Siegle","doi":"10.1177/10762175231168443","DOIUrl":"https://doi.org/10.1177/10762175231168443","url":null,"abstract":"This article explores the potential uses of AI in gifted education programs. Gifted students often have unique learning characteristics and require specialized program services. The use of AI can provide advanced content, personalized learning, creative writing and image manipulation, critical thinking and problem-solving, collaboration, research skills, and advanced technology. ChatGPT and Bing AI can be used to provide additional resources and challenges, design individualized learning plans, provide feedback on writing, and pose challenging questions or problems. While AI has its limitations, it can be a valuable tool for gifted education programs to help meet the needs of gifted and talented students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"211 - 219"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42447763","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 : 2023-06-17DOI: 10.1177/10762175231168441
Colleen S. Boyle
A critical part of implementing a new instructional program is professional learning. Multifaceted training was planned and delivered to teachers in a Midwestern urban school district prior to and during implementation of an online accelerated English language arts curriculum in four middle schools. Working in partnership with two universities, district teachers were trained to utilize the Integrated Curriculum Model as well as practical training in navigating the Schoology online learning platform. During a 3-year period, teachers engaged in additional professional learning related to curriculum and instruction, assessment, and online teaching pedagogy in both a workshop and consultative format. This article summarizes the approaches used in this professional learning plan and lessons learned for future applications.
{"title":"Planning Professional Learning to Support the Implementation of a New English Language Arts Program for Middle School Students","authors":"Colleen S. Boyle","doi":"10.1177/10762175231168441","DOIUrl":"https://doi.org/10.1177/10762175231168441","url":null,"abstract":"A critical part of implementing a new instructional program is professional learning. Multifaceted training was planned and delivered to teachers in a Midwestern urban school district prior to and during implementation of an online accelerated English language arts curriculum in four middle schools. Working in partnership with two universities, district teachers were trained to utilize the Integrated Curriculum Model as well as practical training in navigating the Schoology online learning platform. During a 3-year period, teachers engaged in additional professional learning related to curriculum and instruction, assessment, and online teaching pedagogy in both a workshop and consultative format. This article summarizes the approaches used in this professional learning plan and lessons learned for future applications.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"180 - 186"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48459636","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 : 2023-06-17DOI: 10.1177/10762175231168806
S. Kaplan
This article discusses various key words that facilitate differentiated curricular experiences for gifted students. Key words such as “about,” “in,” “from,” and “with” can present a different perspective on the learning experience and stimulate investigative behaviors. They are also a set of words that are capable of enhancing self-directed study both formally and informally. The application of the key words provides a shift from teacher to student directed learning, from the concept that a study is completed to the concept that a study is ever ongoing, and from the gifted student as an individual seeking scholarship to an individual becoming a scholar.
{"title":"Learning About, In, From, and With","authors":"S. Kaplan","doi":"10.1177/10762175231168806","DOIUrl":"https://doi.org/10.1177/10762175231168806","url":null,"abstract":"This article discusses various key words that facilitate differentiated curricular experiences for gifted students. Key words such as “about,” “in,” “from,” and “with” can present a different perspective on the learning experience and stimulate investigative behaviors. They are also a set of words that are capable of enhancing self-directed study both formally and informally. The application of the key words provides a shift from teacher to student directed learning, from the concept that a study is completed to the concept that a study is ever ongoing, and from the gifted student as an individual seeking scholarship to an individual becoming a scholar.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"225 - 227"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44830364","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 : 2023-06-17DOI: 10.1177/10762175231168804
E. Calvert, Paula Olszeswki-Kubilius, Tracy L. Cross, J. Cross
Project OCCAMS (Online Consortium for Accelerating Middle School) developed and piloted an accelerated curriculum through a design-based research approach combining the Integrated Curriculum Model, principles of culturally responsive instructional design, and extensive compacting. The program created a pathway for diverse middle school students to complete a 3-year course of study in English Language Arts (ELA) in only 2 years and enter high school a year advanced of grade peers in language arts. Curricula were developed through collaboration of two university-based gifted education centers and a large urban school district. The program was designed primarily to serve students from subgroups underrepresented in gifted education who demonstrated advanced learning potential but did not yet meet state criteria for formal gifted identification. Evaluation data indicate participating students, as a group, made more rapid achievement gains in language arts than local comparison groups and equal to a comparison group of students formally identified as gifted participating in a regional talent search program. The use of a common online learning platform facilitated implementation by providing forums for collaboration and support among educators at multiple schools and universities and opportunities for continuous observation and data collection and allowed frequent iteration of the curriculum.
{"title":"Project OCCAMS: A Five-Year, Collaborative Intervention of an Online Intensive, Accelerated, Two-Year Language Arts Program Designed to Address Systemic Disparities Among High Ability Middle School Students","authors":"E. Calvert, Paula Olszeswki-Kubilius, Tracy L. Cross, J. Cross","doi":"10.1177/10762175231168804","DOIUrl":"https://doi.org/10.1177/10762175231168804","url":null,"abstract":"Project OCCAMS (Online Consortium for Accelerating Middle School) developed and piloted an accelerated curriculum through a design-based research approach combining the Integrated Curriculum Model, principles of culturally responsive instructional design, and extensive compacting. The program created a pathway for diverse middle school students to complete a 3-year course of study in English Language Arts (ELA) in only 2 years and enter high school a year advanced of grade peers in language arts. Curricula were developed through collaboration of two university-based gifted education centers and a large urban school district. The program was designed primarily to serve students from subgroups underrepresented in gifted education who demonstrated advanced learning potential but did not yet meet state criteria for formal gifted identification. Evaluation data indicate participating students, as a group, made more rapid achievement gains in language arts than local comparison groups and equal to a comparison group of students formally identified as gifted participating in a regional talent search program. The use of a common online learning platform facilitated implementation by providing forums for collaboration and support among educators at multiple schools and universities and opportunities for continuous observation and data collection and allowed frequent iteration of the curriculum.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"159 - 167"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42302146","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 : 2023-06-17DOI: 10.1177/10762175231168711
S. Bright, E. Calvert
Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.
{"title":"Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?","authors":"S. Bright, E. Calvert","doi":"10.1177/10762175231168711","DOIUrl":"https://doi.org/10.1177/10762175231168711","url":null,"abstract":"Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"187 - 200"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47129767","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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