Pub Date : 2022-09-09DOI: 10.1177/10762175221110942
J. Plucker, April Wells, M. S. Meyer
Identification for gifted and talented services is governed by state and local policies. Inclusive, student-centered policies can support equity and excellence by ensuring that all students have access to appropriate levels of academic challenge. Gifted programming standards, evidence-based interventions, and emerging strategies can provide guidance for the creation of strong identification policies and for the revision of policies that do not adequately support equitable access, program alignment, and the proportional representation of students from culturally, linguistically, and economically diverse backgrounds. Some critical points to consider when creating identification policies for advanced learning programs include providing opportunities to learn, expanding access to advanced programming, embedding retention supports, ensuring flexibility to account for local needs, maintaining an emphasis on excellence, and inviting input from families and community members.
{"title":"Identification Policy: Addressing Equity and Excellence for Advanced Learners","authors":"J. Plucker, April Wells, M. S. Meyer","doi":"10.1177/10762175221110942","DOIUrl":"https://doi.org/10.1177/10762175221110942","url":null,"abstract":"Identification for gifted and talented services is governed by state and local policies. Inclusive, student-centered policies can support equity and excellence by ensuring that all students have access to appropriate levels of academic challenge. Gifted programming standards, evidence-based interventions, and emerging strategies can provide guidance for the creation of strong identification policies and for the revision of policies that do not adequately support equitable access, program alignment, and the proportional representation of students from culturally, linguistically, and economically diverse backgrounds. Some critical points to consider when creating identification policies for advanced learning programs include providing opportunities to learn, expanding access to advanced programming, embedding retention supports, ensuring flexibility to account for local needs, maintaining an emphasis on excellence, and inviting input from families and community members.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"201 - 211"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45637007","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 : 2022-07-01DOI: 10.1177/10762175221091856
Ann Lupkowski-Shoplik, S. Assouline, Randolph Lange
Whole-grade acceleration moves a student up one or more grades in response to that student’s academic needs. Although grade-skipping is supported by decades of research, this type of acceleration is not often used. Acceleration policies make whole-grade acceleration available to more students who would benefit, encourage more educators to use the intervention, and result in more equitable access of acceleration to qualified students. Whole-grade acceleration policies detail the entire process of obtaining accelerated placement and services—from the referral of the student through the transition to acceleration. A child-study team (not an individual) makes the decision, addresses academic gaps, and monitors the student’s transition to acceleration. Acceleration policies help ensure this intervention is implemented consistently. Utilizing excellent acceleration policies can result in students achieving the developmental goal of competence and engagement in learning.
{"title":"Whole-Grade Acceleration: From Student to Policy","authors":"Ann Lupkowski-Shoplik, S. Assouline, Randolph Lange","doi":"10.1177/10762175221091856","DOIUrl":"https://doi.org/10.1177/10762175221091856","url":null,"abstract":"Whole-grade acceleration moves a student up one or more grades in response to that student’s academic needs. Although grade-skipping is supported by decades of research, this type of acceleration is not often used. Acceleration policies make whole-grade acceleration available to more students who would benefit, encourage more educators to use the intervention, and result in more equitable access of acceleration to qualified students. Whole-grade acceleration policies detail the entire process of obtaining accelerated placement and services—from the referral of the student through the transition to acceleration. A child-study team (not an individual) makes the decision, addresses academic gaps, and monitors the student’s transition to acceleration. Acceleration policies help ensure this intervention is implemented consistently. Utilizing excellent acceleration policies can result in students achieving the developmental goal of competence and engagement in learning.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"143 - 149"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46906819","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 : 2022-07-01DOI: 10.1177/10762175221091855
J. Vantassel-Baska
This tribute recognizes the work of Miraca Gross whose research focused on exceptionally gifted children. She established the Gifted Education Research and Resource Center (GERRIC) at The University of New South Wales where she trained Australia’s teachers in gifted education, conducted research, and developed programs for precollegiate learners.
{"title":"Tribute to Miraca Gross","authors":"J. Vantassel-Baska","doi":"10.1177/10762175221091855","DOIUrl":"https://doi.org/10.1177/10762175221091855","url":null,"abstract":"This tribute recognizes the work of Miraca Gross whose research focused on exceptionally gifted children. She established the Gifted Education Research and Resource Center (GERRIC) at The University of New South Wales where she trained Australia’s teachers in gifted education, conducted research, and developed programs for precollegiate learners.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"157 - 159"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48640813","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 : 2022-07-01DOI: 10.1177/10762175221093777
S. Kaplan
1 Abstract: Parents, teachers, counselors, and others are rightfully concerned about how to support students with gifts and talents in making friends while maintaining their interest in learning. Building on decades of research, the authors describe the model of High-Ability Students ’ Friendship Development Process. This process is described in a fl owchart and clari fi es points of intervention. When those who work with students with gifts and talents are aware of the importance that differences in ability make in their friendships, they can guide them toward building
{"title":"Adding Another Dimension to Differentiation","authors":"S. Kaplan","doi":"10.1177/10762175221093777","DOIUrl":"https://doi.org/10.1177/10762175221093777","url":null,"abstract":"1 Abstract: Parents, teachers, counselors, and others are rightfully concerned about how to support students with gifts and talents in making friends while maintaining their interest in learning. Building on decades of research, the authors describe the model of High-Ability Students ’ Friendship Development Process. This process is described in a fl owchart and clari fi es points of intervention. When those who work with students with gifts and talents are aware of the importance that differences in ability make in their friendships, they can guide them toward building","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"176 - 177"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48176974","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 : 2022-07-01DOI: 10.1177/10762175221091859
J. Vantassel-Baska, E. Brown
This study assessed stakeholder perceptions across 12 gifted programs in respect to the extent to which the programs were perceived to be effective in carrying out the formal operations required of the program in the areas of identification, curriculum, instruction, and assessment. These areas were aligned to the National Association for Gifted Children’s standards. Specific questions addressed included: To what extent was the program perceived to be effective by stakeholders affected by it? To what extent did the program align with best practice standards in the field? While stakeholders were positive about the overall program, they reported that the programs needed to be improved in the following areas: identifying underrepresented populations, improving differentiated curriculum and accelerative options, providing professional learning for teachers, and using assessments appropriate for gifted learners to show growth.
{"title":"An Analysis of Stakeholder Perceptions of Gifted Programs: A Report Card on Gifted Program Performance","authors":"J. Vantassel-Baska, E. Brown","doi":"10.1177/10762175221091859","DOIUrl":"https://doi.org/10.1177/10762175221091859","url":null,"abstract":"This study assessed stakeholder perceptions across 12 gifted programs in respect to the extent to which the programs were perceived to be effective in carrying out the formal operations required of the program in the areas of identification, curriculum, instruction, and assessment. These areas were aligned to the National Association for Gifted Children’s standards. Specific questions addressed included: To what extent was the program perceived to be effective by stakeholders affected by it? To what extent did the program align with best practice standards in the field? While stakeholders were positive about the overall program, they reported that the programs needed to be improved in the following areas: identifying underrepresented populations, improving differentiated curriculum and accelerative options, providing professional learning for teachers, and using assessments appropriate for gifted learners to show growth.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"160 - 175"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43977083","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 : 2022-07-01DOI: 10.1177/10762175221091857
J. Plucker, Grace Healey, M. S. Meyer, Julia Roberts
In recent years, state and local support for academic acceleration has created opportunities for students with advanced learning needs to move through their education at a pace that matches their abilities and may be faster than their same-age peers. As a result, it is not uncommon for exceptionally bright students to complete their high school graduation requirements early. These students have the option to stay in high school and complete additional coursework or move on to postsecondary settings to continue their academic talent development. This article explores state and local policies on early graduation and highlights supportive policies and potential barriers to this type of acceleration.
{"title":"Early High School Graduation: Policy Support for Secondary Acceleration","authors":"J. Plucker, Grace Healey, M. S. Meyer, Julia Roberts","doi":"10.1177/10762175221091857","DOIUrl":"https://doi.org/10.1177/10762175221091857","url":null,"abstract":"In recent years, state and local support for academic acceleration has created opportunities for students with advanced learning needs to move through their education at a pace that matches their abilities and may be faster than their same-age peers. As a result, it is not uncommon for exceptionally bright students to complete their high school graduation requirements early. These students have the option to stay in high school and complete additional coursework or move on to postsecondary settings to continue their academic talent development. This article explores state and local policies on early graduation and highlights supportive policies and potential barriers to this type of acceleration.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"150 - 156"},"PeriodicalIF":0.0,"publicationDate":"2022-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45640407","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 : 2022-05-19DOI: 10.1136/ebnurs-2021-103498
Magalie L Alcindor
{"title":"What are the perceptions of healthcare providers on the healthcare needs of transgender and gender-diversified people and stigma-related attitudes?","authors":"Magalie L Alcindor","doi":"10.1136/ebnurs-2021-103498","DOIUrl":"10.1136/ebnurs-2021-103498","url":null,"abstract":"","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"8 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87442308","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 : 2022-04-01DOI: 10.1177/10762175211071006
D. Sisk
The emotional intensities of gifted students affect not only their learning, but the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski (1964, 1972) to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy which cause inner turmoil, but can result in creative endeavors. The benefits of interdisciplinary learning to meet the emotional needs of gifted students are presented with examples of interdisciplinary studies of justice and forensics. XQ Institute is introduced as a resource for interdisciplinary study and significant learning, and a XQ school Da Vinci RISE High is discussed. Another resource Teachers Network is explored with an interdisciplinary study of Story Quilting. The culminating project of this article is an interdisciplinary study of giftedness as a theme to help advanced learners better understand themselves.
{"title":"Managing Emotional Intensities of Gifted Students in Interdisciplinary Study","authors":"D. Sisk","doi":"10.1177/10762175211071006","DOIUrl":"https://doi.org/10.1177/10762175211071006","url":null,"abstract":"The emotional intensities of gifted students affect not only their learning, but the way they live and see the world. This article examines the Theory of Positive Disintegration of Dabrowski (1964, 1972) to explore the inner world of the gifted. The five levels of development and five overexcitabilities of Dabrowski represent an abundance of physical, sensual, creative, intellectual, and emotional energy which cause inner turmoil, but can result in creative endeavors. The benefits of interdisciplinary learning to meet the emotional needs of gifted students are presented with examples of interdisciplinary studies of justice and forensics. XQ Institute is introduced as a resource for interdisciplinary study and significant learning, and a XQ school Da Vinci RISE High is discussed. Another resource Teachers Network is explored with an interdisciplinary study of Story Quilting. The culminating project of this article is an interdisciplinary study of giftedness as a theme to help advanced learners better understand themselves.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"97 - 104"},"PeriodicalIF":0.0,"publicationDate":"2022-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41523268","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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