Resources on Identification & Characteristics of Gifted Students
Resources on Underachievement, Special Education, & Cultural Issues
Readership Code
AD = Administrators
CO = Counselors
CU = College or University Teachers/Students
ED = Educators
PA = Parents
RE = Researchers
SE = Special Education Staff
Description
Pub. No.
Year
Code
Some Children Under Some Conditions: TV and the High Potential Kid
Abelman, R.
Are you concerned about children’s TV watching habits? Does television have a place in gifted education? The answers are not simple. Read a summary of Project KIDVID at Cleveland State University, related scientific literature, research-based facts, and other associated issues.
Read Abstract and Guidelines
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Abelman, R.
Are you concerned about children’s TV watching habits? Does television have a place in gifted education? The answers are not simple. Read a summary of Project KIDVID at Cleveland State University, related scientific literature, research-based facts, and other associated issues.
Read Abstract and Guidelines
Read Report
RBDM9206
1992
CO,
CU,
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SE
CU,
ED,
RE,
SE
Considerations and Strategies for Parenting the Gifted Child
Alvino, J.
Parental influence is critical to successful realization of potential throughout a gifted person’s life. Is this a daunting thought? Positive support and productive interaction at home are key. Practical suggestions are offered for consideration.
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Alvino, J.
Parental influence is critical to successful realization of potential throughout a gifted person’s life. Is this a daunting thought? Positive support and productive interaction at home are key. Practical suggestions are offered for consideration.
Read Abstract and Recommendations
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RM95218
1995
CO,
CU,
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RE,
SE
CU,
ED,
RE,
SE
Helping Your Child Find Success at School: A Guide for Hispanic Parents
Hine, C. Y.
Specific strategies are offered as a guide to parents as they help their children find success in school.
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Hine, C. Y.
Specific strategies are offered as a guide to parents as they help their children find success in school.
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RM94202
1994
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CU,
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CU,
ED,
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Cómo Ayudar a su Hijo a Tener Exito en la Escuela: Guía para Padres Hispanos
Hine, C. Y.
Specific strategies are offered as a guide to parents as they help their children find success in school.
Favor de Leer el Sintesis y las Recomendaciones
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Hine, C. Y.
Specific strategies are offered as a guide to parents as they help their children find success in school.
Favor de Leer el Sintesis y las Recomendaciones
Read Report
RM95402
1995
CO,
CU,
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SE
CU,
ED,
RE,
SE
Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming
Hunsaker, S. L., Frasier, M. M., King, L. L., Watts-Warren, Cramond, B., & Krisel, S.
Do status, family processes, or family structure influence achievement levels of economically disadvantaged young people? What impact is there on gifted students? Though further research is recommended, advances have been made in understanding these extremely complex issues.
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Hunsaker, S. L., Frasier, M. M., King, L. L., Watts-Warren, Cramond, B., & Krisel, S.
Do status, family processes, or family structure influence achievement levels of economically disadvantaged young people? What impact is there on gifted students? Though further research is recommended, advances have been made in understanding these extremely complex issues.
Read Abstract and Conclusions
Read Report
RM95206
1995
CO,
CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
Reading With Young Children
Jackson, N. E., & Roller, C. M.
Reading precocity in very young children raises important questions. To find answers, parents, teachers, and administrators are invited to consider recommended strategies for literacy development during infancy through age 6.
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Jackson, N. E., & Roller, C. M.
Reading precocity in very young children raises important questions. To find answers, parents, teachers, and administrators are invited to consider recommended strategies for literacy development during infancy through age 6.
Read Abstract and Conclusions
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RBDM9302
1993
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CU,
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CU,
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Parenting the Very Young, Gifted Child
Robinson, N. M.
Responsible parents may provide the best answers when preschool teachers, physicians, psychologists, and other professionals seek an optimal match between readiness, pace of development, and environment.
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Robinson, N. M.
Responsible parents may provide the best answers when preschool teachers, physicians, psychologists, and other professionals seek an optimal match between readiness, pace of development, and environment.
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RBDM9308
1993
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CU,
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SE
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SE
Parents Nurturing Math-Talented Young Children
Waxman, B., Robinson, N. M., & Mukhopadhyay, S.
When does math talent make itself known and how can it be maintained? Do parents play a part? Are boys any different from girls in their math ability? This paper provides practical advice for parents and others interested in early math ability.
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Waxman, B., Robinson, N. M., & Mukhopadhyay, S.
When does math talent make itself known and how can it be maintained? Do parents play a part? Are boys any different from girls in their math ability? This paper provides practical advice for parents and others interested in early math ability.
Read Abstract and Guidelines
Read Report
RM96230
1996
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CU,
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SE
CU,
ED,
RE,
SE
Helping Gifted Children and Their Families Prepare for College: A Handbook Designed to Assist Economically Disadvantaged and First Generation College Attendees
Wright, A. L., & Olszewski-Kubilius, P.
Information is provided as a guide to communication, requests for college and financial aid, timelines, resources, technical and moral support, and other activities associated with college admission.
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Wright, A. L., & Olszewski-Kubilius, P.
Information is provided as a guide to communication, requests for college and financial aid, timelines, resources, technical and moral support, and other activities associated with college admission.
Read Abstract and Recommendations
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RM93201
1993
CO,
CU,
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SE
CU,
ED,
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SE
The following resources are brochures designed primarily for parents and educators. Some brochures are available in Spanish.
What Parents and Communities Need to Know About Bilingual Children: Interpreting and Translating
Brookes, H., & Angelleli, C.
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Brookes, H., & Angelleli, C.
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A9817
1997
CO,
CU,
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SE
CU,
ED,
RE,
SE
Lo que Deben Saber los Padres y la Comunidad Acerca de los Niños y Jóvenes Bilingües Que Interpretan y Traducen
Brookes, H., & Angelleli, C.
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Brookes, H., & Angelleli, C.
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B9911
1999
CO,
CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Adolescents
Delcourt, M. A. B.
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Delcourt, M. A. B.
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A9820
1998
CO,
CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Adolescentes
Delcourt, M. A. B.
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Delcourt, M. A. B.
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B0214
2002
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CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Elementary School Children
Delcourt, M. A. B.
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Delcourt, M. A. B.
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A9819
1998
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SE
CU,
ED,
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SE
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados de la Escuela Primaria
Delcourt, M. A. B.
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Delcourt, M. A. B.
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B0213
2002
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CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Young Gifted Children
Delcourt, M. A. B.
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Delcourt, M. A. B.
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A9818
1998
CO,
CU,
ED,
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SE
CU,
ED,
RE,
SE
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados Jóvenes
Delcourt, M. A. B.
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Delcourt, M. A. B.
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B0212
2002
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CU,
ED,
RE,
SE
CU,
ED,
RE,
SE
What Parents Need to Know About Encouraging Talented Girls in Mathematics
Gavin, M. K.
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Gavin, M. K.
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A0021
2000
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CU,
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SE
CU,
ED,
RE,
SE
Lo que los Padres y los Maestros Deberían Saber sobre la Aceleración Académica
Guenther, A.
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Guenther, A.
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B9907
1999
CO,
CU,
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RE,
SE
CU,
ED,
RE,
SE
Please see Educators’ section for additional brochures of interest to educators and parents.
Description
Pub. No.
Year
Code
Developing the Talents and Abilities of Linguistically Gifted Bilingual Students: Guidelines for Developing Curriculum at the High School Level
Angelelli, C., Enright, K., & Valdés, G.
This monograph contains general suggestions for implementing a curriculum in interpretation and translation, as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families.
Read Abstract and Recommendations
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Angelelli, C., Enright, K., & Valdés, G.
This monograph contains general suggestions for implementing a curriculum in interpretation and translation, as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families.
Read Abstract and Recommendations
Read Report
RM02156
2002
AD,
CU,
ED,
RE
CU,
ED,
RE
Regular Classroom Practices With Gifted Students: Results of a National Survey of Classroom Teachers
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W.
Classroom Practices Questionnaire data reveal the extent to which differentiated education is delivered to average and gifted and talented students in third and fourth grade classrooms. Results are relevant to private and public schools.
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Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W.
Classroom Practices Questionnaire data reveal the extent to which differentiated education is delivered to average and gifted and talented students in third and fourth grade classrooms. Results are relevant to private and public schools.
Read Abstract and Recommendations
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93102
1993
AD,
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CU,
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Science Talent in the Young Expressed Within Ecologies of Achievement
Brandwein, P. F.
Can science talent be defined? What curriculum and instructional strategies reflect inspired teaching and recognition of young people’s bent toward science? What conditions inspire and enable realization of optimal achievement in science?
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Brandwein, P. F.
Can science talent be defined? What curriculum and instructional strategies reflect inspired teaching and recognition of young people’s bent toward science? What conditions inspire and enable realization of optimal achievement in science?
Read Abstract and Recommendations
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RBDM9510
1995
AD,
CU,
RE
CU,
RE
Nurturing Talent in Underrepresented Students: A Study of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County
Bridglall B. L., & Gordon, E. W.
This monograph examines the structure and principles of the Meyerhoff Scholars Program (MSP) at the University of Maryland, Baltimore County (UMBC); it studies the relationship between specific program components and high academic achievement in talented minority college students. The MSP, which recruits, supports, and provides scholarships for minority college students who excel in mathematics, engineering, and the sciences, is designed to increase the number of underrepresented minorities who pursue research and careers in these fields. This monograph analyzes achievement trends for minority students and the programs that specifically target improving the intellective competencies and persistence motivation of talented minority students. The monograph examines (a) key program components; (b) characteristics of students and staff; and (c) institutional policies and resources.
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Bridglall B. L., & Gordon, E. W.
This monograph examines the structure and principles of the Meyerhoff Scholars Program (MSP) at the University of Maryland, Baltimore County (UMBC); it studies the relationship between specific program components and high academic achievement in talented minority college students. The MSP, which recruits, supports, and provides scholarships for minority college students who excel in mathematics, engineering, and the sciences, is designed to increase the number of underrepresented minorities who pursue research and careers in these fields. This monograph analyzes achievement trends for minority students and the programs that specifically target improving the intellective competencies and persistence motivation of talented minority students. The monograph examines (a) key program components; (b) characteristics of students and staff; and (c) institutional policies and resources.
Read Abstract and Conclusions
Read Report
RM05212
2005
CU,
ED
ED
The Feasibility of High-end Learning in a Diverse Middle School
Brighton, C. M., Hertberg, H. L., Moon, T. R., Tomlinson, C. A., & Callahan, C. M.
This study was an investigation of staff development programs designed to provide teachers with strategies through which all learners, including gifted, minority, and limited-English proficient students, can be appropriately served in a middle school environment sensitive to diverse learner academic needs. Results suggest that differentiation of instruction and assessment are complex endeavors and should include school realities such as large class sizes, limited resource materials, lack of planning time, and ever-increasing numbers of teacher responsibilities.
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Brighton, C. M., Hertberg, H. L., Moon, T. R., Tomlinson, C. A., & Callahan, C. M.
This study was an investigation of staff development programs designed to provide teachers with strategies through which all learners, including gifted, minority, and limited-English proficient students, can be appropriately served in a middle school environment sensitive to diverse learner academic needs. Results suggest that differentiation of instruction and assessment are complex endeavors and should include school realities such as large class sizes, limited resource materials, lack of planning time, and ever-increasing numbers of teacher responsibilities.
Read Abstract and Conclusions
Read Report
RM05210
2005
AD,
ED
ED
Applying Gifted Education Pedagogy in the General Education Classroom: Professional Development Module
Burns, D. E., Gubbins, E. J., Reis, S. M., Westberg, K. L., Dinnocenti, S. T., & Tieso, C. L.
This training module for educators is ready to use for workshops, conferences, and college courses. Major topics include key points and issues associated with understanding various conceptions of giftedness, modifying the general education curriculum, differentiating the curriculum in response to student learning needs, and developing challenging enrichment opportunities. This complete professional development module known as “Big Red Notebook” consists of 89 transparencies (non CD) and related scripts.
Read Abstract
Burns, D. E., Gubbins, E. J., Reis, S. M., Westberg, K. L., Dinnocenti, S. T., & Tieso, C. L.
This training module for educators is ready to use for workshops, conferences, and college courses. Major topics include key points and issues associated with understanding various conceptions of giftedness, modifying the general education curriculum, differentiating the curriculum in response to student learning needs, and developing challenging enrichment opportunities. This complete professional development module known as “Big Red Notebook” consists of 89 transparencies (non CD) and related scripts.
Read Abstract
PDM0209 (Non CD)
PDMCD04
PDMCD04
2002
2004
2004
CU,
ED
ED
Teachers’ Guide for the Explicit Teaching of Thinking Skills
Burns, D. E., Leppien, J., Omdal, S., Gubbins, E. J., Muller, L. M., & Vahidi, S.
The Teachers’ Guide for the Explicit Teaching of Thinking Skills provides a detailed approach to teaching and learning 7 discrete skills that can be applied to any content area. The skills are: (a) cause and effect, (b) decision making, (c) comparing and contrasting, (d) classifying, (e) making observations, (f) planning, and (g) predicting.
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Burns, D. E., Leppien, J., Omdal, S., Gubbins, E. J., Muller, L. M., & Vahidi, S.
The Teachers’ Guide for the Explicit Teaching of Thinking Skills provides a detailed approach to teaching and learning 7 discrete skills that can be applied to any content area. The skills are: (a) cause and effect, (b) decision making, (c) comparing and contrasting, (d) classifying, (e) making observations, (f) planning, and (g) predicting.
Read Overview and Conclusions
Read Report
RM06218
2006
CU,
ED
ED
Advanced Placement and International Baccalaureate Programs for Talented Students in American High Schools: A Focus on Science and Mathematics
Callahan, C. M.
This review of Advanced Placement (AP) and International Baccalaureate (IB) Programs presents the general historical background, overriding philosophies, procedures, perceived advantages and disadvantages, and a discussion of the growth of the programs, as well as the research on the AP and IB Programs. There is an emphasis on the fit of AP and IB Programs for gifted students seeking advanced study in science and math.
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Callahan, C. M.
This review of Advanced Placement (AP) and International Baccalaureate (IB) Programs presents the general historical background, overriding philosophies, procedures, perceived advantages and disadvantages, and a discussion of the growth of the programs, as well as the research on the AP and IB Programs. There is an emphasis on the fit of AP and IB Programs for gifted students seeking advanced study in science and math.
Read Abstract and Conclusions
Read Report
RM03176
2003
AD,
CO,
CU,
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RE
CO,
CU,
ED,
RE
The Social and Emotional Development of Gifted Students
Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., & Taylor, W.
This research monograph describes seven studies that examine the social and emotional development of gifted students. Using an interactive model that included child, family, and school in the conception of development, these studies investigated the factors within gifted individuals, in families, and in schools that contribute to or detract from maximum development.
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Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., & Taylor, W.
This research monograph describes seven studies that examine the social and emotional development of gifted students. Using an interactive model that included child, family, and school in the conception of development, these studies investigated the factors within gifted individuals, in families, and in schools that contribute to or detract from maximum development.
Read Abstract and Conclusions
Read Report
RM04188
2004
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Programming Opportunities for Students Gifted and Talented in the Visual Arts
Clark, G. A., & Zimmerman, E.
A review of art education and gifted and talented literature reveals opportunities for mixed ability grouping, ability grouping, and acceleration in the arts. Examples of programming are offered along with recommendations for further research topics.
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Clark, G. A., & Zimmerman, E.
A review of art education and gifted and talented literature reveals opportunities for mixed ability grouping, ability grouping, and acceleration in the arts. Examples of programming are offered along with recommendations for further research topics.
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RBDM9402
1994
AD,
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CU,
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Teaching Thinking to Culturally Diverse, High Ability, High School Students: A Triarchic Approach
Coates, D. L., Perkins, T., Vietze, P., Reyes Cruz, M., & Park, S.-J.
This research monograph describes intervention research to improve thinking skills in high ability, high school students attending an urban magnet school. The intervention approach used is based on Sternberg’s theory of intelligence with an added focus on language background, language use and writing abilities; and the thinking styles of college and high school students.
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Coates, D. L., Perkins, T., Vietze, P., Reyes Cruz, M., & Park, S.-J.
This research monograph describes intervention research to improve thinking skills in high ability, high school students attending an urban magnet school. The intervention approach used is based on Sternberg’s theory of intelligence with an added focus on language background, language use and writing abilities; and the thinking styles of college and high school students.
Read Abstract and Conclusions
Read Report
RM03174
2003
AD,
CO,
CU,
ED,
RE
CO,
CU,
ED,
RE
The Case for Weighting Grades and Waiving Classes for Gifted and Talented High School Students
Cognard, A. M.
Research identifies weighted grades and waived classes as being among many issues affecting gifted students in high schools today. Information gathered from teachers, counselors, administrators, and college admission directors provides an overview of current conditions.
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Cognard, A. M.
Research identifies weighted grades and waived classes as being among many issues affecting gifted students in high schools today. Information gathered from teachers, counselors, administrators, and college admission directors provides an overview of current conditions.
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RM96226
1996
AD,
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CU,
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Counseling Gifted and Talented Students
Colangelo, N.
This monograph provides research-based information on the counseling needs of gifted and talented students who have complex social-emotional needs similar to other youth, as well as effective counseling approaches to meeting those needs.
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Colangelo, N.
This monograph provides research-based information on the counseling needs of gifted and talented students who have complex social-emotional needs similar to other youth, as well as effective counseling approaches to meeting those needs.
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RM02150
2002
AD,
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SE
CO,
CU,
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Qualitative Extension of the Learning Outcomes Study
Delcourt, M. A. B., & Evans, K.
More than 1,000 elementary school students took part in a study designed to gain a more thorough understanding of prevailing conditions with respect to gifted education. Exemplary special schools, separate classes, pull-out, and within-class programs were of particular interest.
Read Abstract and Recommendations
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Delcourt, M. A. B., & Evans, K.
More than 1,000 elementary school students took part in a study designed to gain a more thorough understanding of prevailing conditions with respect to gifted education. Exemplary special schools, separate classes, pull-out, and within-class programs were of particular interest.
Read Abstract and Recommendations
Read Report
94110
1994
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Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes
Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D.
The Learning Outcomes Study involved over 1,000 second and third grade students at 14 Collaborative School Districts in 10 states. Researchers sought a deeper understanding of prevailing conditions with respect to gifted education.
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Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D.
The Learning Outcomes Study involved over 1,000 second and third grade students at 14 Collaborative School Districts in 10 states. Researchers sought a deeper understanding of prevailing conditions with respect to gifted education.
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94108
1994
AD,
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CO,
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NRC/GT Instrument Bank
de Wet, C. F., Gubbins, E. J., & Vahidi, S. (Eds.)
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 70 instruments in PDF format.
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de Wet, C. F., Gubbins, E. J., & Vahidi, S. (Eds.)
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 70 instruments in PDF format.
Read Report
IBCD05
2005
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Evaluate Yourself
Fetterman, D. M.
Evaluation of gifted and talented programs is essential to the development and maintenance of quality services. This paper provides practical guidelines for both internal and external evaluations of programs and also emphasizes self-evaluation.
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Fetterman, D. M.
Evaluation of gifted and talented programs is essential to the development and maintenance of quality services. This paper provides practical guidelines for both internal and external evaluations of programs and also emphasizes self-evaluation.
Read Abstract and Recommendations
Read Report
RBDM9304
1993
AD,
CU,
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CU,
ED,
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Factors Affecting the Career Decision Making of Minority Teachers in Gifted Education
Ford, D. Y.
What factors affect the decision of minority groups to become teachers in gifted education? Survey results included the following factors: colleague encouragement and support, administrative support, negative experiences in special education, and exposure to and experience in working with gifted students with special needs.
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Ford, D. Y.
What factors affect the decision of minority groups to become teachers in gifted education? Survey results included the following factors: colleague encouragement and support, administrative support, negative experiences in special education, and exposure to and experience in working with gifted students with special needs.
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CRS99212
1999
AD,
CU,
ED
CU,
ED
Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations
Ford, D. Y.
At all levels of education, there is great concern about the low performance of racially and linguistically diverse students on standardized tests, as well as their under-representation in gifted education. This monograph examines test bias by reviewing seminal publications and research, discusses intelligence tests with specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students, explores definitions of and strategies for determining the nature and extent of test bias, and draws implications for the field of gifted education.
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Ford, D. Y.
At all levels of education, there is great concern about the low performance of racially and linguistically diverse students on standardized tests, as well as their under-representation in gifted education. This monograph examines test bias by reviewing seminal publications and research, discusses intelligence tests with specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students, explores definitions of and strategies for determining the nature and extent of test bias, and draws implications for the field of gifted education.
Read Abstract and Recommendations
Read Report
RM04204
2004
AD,
ED,
RE
ED,
RE
Students’ Perceptions of the Social/Emotional Implications of Participation in Advanced Placement and International Baccalaureate Programs
Foust, R. C., Hertberg-Davis, H., & Callahan, C. M.
This study explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a “forced-choice dilemma” between academic success and social acceptance. Students reported the benefits attributed to participation in AP and IB courses were a better class atmosphere, a special bond among participants, and pride and self-confidence derived from completing the more challenging work, but lamented the perception of unflattering stereotypes assigned to AP and IB students, the socially limiting workload, and the stress and fatigue. IB students were more likely than AP students to complain about the rigidity of their program, cite differences between themselves and non-participants, perceive a negative stereotype associated with the program, and report experiencing great exhaustion due to the workload. AP and IB students did not consider academic success a choice and felt that they could maintain both a social life and their academic success.
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Foust, R. C., Hertberg-Davis, H., & Callahan, C. M.
This study explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a “forced-choice dilemma” between academic success and social acceptance. Students reported the benefits attributed to participation in AP and IB courses were a better class atmosphere, a special bond among participants, and pride and self-confidence derived from completing the more challenging work, but lamented the perception of unflattering stereotypes assigned to AP and IB students, the socially limiting workload, and the stress and fatigue. IB students were more likely than AP students to complain about the rigidity of their program, cite differences between themselves and non-participants, perceive a negative stereotype associated with the program, and report experiencing great exhaustion due to the workload. AP and IB students did not consider academic success a choice and felt that they could maintain both a social life and their academic success.
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RM09238
2009
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Society’s Role in Educating Gifted Students: The Role of Public Policy
Gallagher, J. J.
What role does public policy play in the education of gifted students? Find out how special rule making in identification, placement, program, and accountability have emerged from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed.
Read Abstract and Recommendations
Read Report
Gallagher, J. J.
What role does public policy play in the education of gifted students? Find out how special rule making in identification, placement, program, and accountability have emerged from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed.
Read Abstract and Recommendations
Read Report
RM02162
2002
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Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogeneous Elementary Classrooms
Gentry, M. L.
Qualitative and quantitative research data indicate a relationship between professional development in gifted education, cluster grouping, and increased achievement scores. Teachers using cluster grouping held high, yet realistic, expectations of students.
Read Abstract and Conclusions
Read Report
Gentry, M. L.
Qualitative and quantitative research data indicate a relationship between professional development in gifted education, cluster grouping, and increased achievement scores. Teachers using cluster grouping held high, yet realistic, expectations of students.
Read Abstract and Conclusions
Read Report
RM99138
1999
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The Effects of Dynamic Pedagogy on the Mathematics Achievement of Ethnic Minority Students
Gordon, E. W., & Armour-Thomas, E.
This research monograph describes the implementation of an intervention called Dynamic Pedagogy and its effects on the academic achievement of ethnic minority students over 2 years. The pilot year data showed significant school effects of Dynamic Pedagogy on a third grade mathematics achievement test and district assessments in target mathematics units. The second year data showed significant effects of Dynamic Pedagogy on a fourth grade mathematics achievement test but the results on the district assessments were not significant.
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Gordon, E. W., & Armour-Thomas, E.
This research monograph describes the implementation of an intervention called Dynamic Pedagogy and its effects on the academic achievement of ethnic minority students over 2 years. The pilot year data showed significant school effects of Dynamic Pedagogy on a third grade mathematics achievement test and district assessments in target mathematics units. The second year data showed significant effects of Dynamic Pedagogy on a fourth grade mathematics achievement test but the results on the district assessments were not significant.
Read Abstract and Conclusions
Read Report
RM06224
2006
ED
Research Related to the Enrichment Triad Model
Gubbins, E. J. (Ed.)
Important aspects associated with Renzulli’s model are examined and researched. The influence of learning through strengths and interests on underachieving students, creative productivity, curriculum compacting, product development, and teacher training are considered.
Read Abstract and Conclusions
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Gubbins, E. J. (Ed.)
Important aspects associated with Renzulli’s model are examined and researched. The influence of learning through strengths and interests on underachieving students, creative productivity, curriculum compacting, product development, and teacher training are considered.
Read Abstract and Conclusions
Read Report
RM95212
1995
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Unclogging the Mathematics Pipeline Through Access to Algebraic Understanding
Gubbins, E. J., Housand, B., Oliver, M., Schader, R., de Wet, C. F., Sternberg, R. J., Grigorenko, E., Jarvin, L., McNeil, N., Connolly, K., Moon, T. R., Hertberg-Davis, H., Callahan, C. M., & Brighton, C. M.
Too few identified gifted and potentially gifted students are exposed to concepts and competencies that will unclog the mathematics pipeline through access to algebraic understanding. Unclogging the Mathematics Pipeline Through Access to Algebraic Understanding involved grade 6 students in Algebra lessons for 30 hours of after-school instruction or summer instruction. This pilot research study attempted to determine whether varying the form in which mathematical material is presented and adding an after-school or summer component creates greater equity of opportunity for students to improve their mathematical performance and to increase their self-efficacy and positive attitudes toward and interest in mathematics.
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Gubbins, E. J., Housand, B., Oliver, M., Schader, R., de Wet, C. F., Sternberg, R. J., Grigorenko, E., Jarvin, L., McNeil, N., Connolly, K., Moon, T. R., Hertberg-Davis, H., Callahan, C. M., & Brighton, C. M.
Too few identified gifted and potentially gifted students are exposed to concepts and competencies that will unclog the mathematics pipeline through access to algebraic understanding. Unclogging the Mathematics Pipeline Through Access to Algebraic Understanding involved grade 6 students in Algebra lessons for 30 hours of after-school instruction or summer instruction. This pilot research study attempted to determine whether varying the form in which mathematical material is presented and adding an after-school or summer component creates greater equity of opportunity for students to improve their mathematical performance and to increase their self-efficacy and positive attitudes toward and interest in mathematics.
Read Abstract and Findings
Read Report
RM08236
2008
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What Works in Gifted Education Mathematics Study: Impact of Pre-Differentiated and Enriched Curricula on General Education Teachers and Their Students
Gubbins, E. J., McCoach, D. B., Foreman, J. L., Gilson, C. M., Bruce-Davis, M. N., Rubenstein, L. D., Savino, J., Rambo, K., & Waterman, C.
The What Works in gifted Education Mathematics Study was a 2-year multi-site cluster randomized control trial study (randomized by school for participants recruited during the first year and randomized by classroom for participants recruited during the second year) recruited a national sample of 4,530 grade 3 students in 216 classrooms from 62 schools across 17 states. All treatment teachers participated in professional development on differentiated instruction and enrichment practices, as well as specific training in using the components of three differentiated mathematics units in algebra, geometry and measurement, and graphing and data analysis. Treatment teachers implemented the experimental units for 16 weeks while control teachers continued with their district’s mathematics curriculum.
Read Abstract and Conclusions
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Gubbins, E. J., McCoach, D. B., Foreman, J. L., Gilson, C. M., Bruce-Davis, M. N., Rubenstein, L. D., Savino, J., Rambo, K., & Waterman, C.
The What Works in gifted Education Mathematics Study was a 2-year multi-site cluster randomized control trial study (randomized by school for participants recruited during the first year and randomized by classroom for participants recruited during the second year) recruited a national sample of 4,530 grade 3 students in 216 classrooms from 62 schools across 17 states. All treatment teachers participated in professional development on differentiated instruction and enrichment practices, as well as specific training in using the components of three differentiated mathematics units in algebra, geometry and measurement, and graphing and data analysis. Treatment teachers implemented the experimental units for 16 weeks while control teachers continued with their district’s mathematics curriculum.
Read Abstract and Conclusions
Read Report
RM13242
2013
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Developing the Gifts and Talents of All America’s Students: NRC/GT—1990-1995
Gubbins, E. J., St. Jean, D., Berube, B. N., & Renzulli, J. S.
Background history and description of the NRC/GT are presented. Qualitative and quantitative research results provide several practical recommendations to improve education generally and for gifted and talented children in particular.
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Gubbins, E. J., St. Jean, D., Berube, B. N., & Renzulli, J. S.
Background history and description of the NRC/GT are presented. Qualitative and quantitative research results provide several practical recommendations to improve education generally and for gifted and talented children in particular.
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RM95220
1995
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Status of STEM High Schools and Implications for Practice
Gubbins, E. J., Villanueva, M., Gilson, C. M., Foreman, J. L., Bruce-Davis, M. N., Vahidi, S., Callahan, C., M., & Tofel-Grehl, C.
There has been considerable emphasis on developing science, technology, engineering, and mathematics (STEM) focused schools at all grade levels. The number of STEM high schools alone has tripled in the last decade (2000-2009). To learn more about current STEM high schools across the country, the United States Department of Education commissioned The National Research Center on the Gifted and Talented (NRC/GT) to design and implement a study of STEM high schools. The University of Connecticut and the University of Virginia collaborated to address the following project objectives: to create a searchable matrix of STEM high schools, to document the common and unique curricular and instructional strategies used in STEM high schools, and to create and disseminate surveys for high school administrators and teachers documenting the curricular and instructional strategies used in high schools.
Read Abstract
Read Report
Gubbins, E. J., Villanueva, M., Gilson, C. M., Foreman, J. L., Bruce-Davis, M. N., Vahidi, S., Callahan, C., M., & Tofel-Grehl, C.
There has been considerable emphasis on developing science, technology, engineering, and mathematics (STEM) focused schools at all grade levels. The number of STEM high schools alone has tripled in the last decade (2000-2009). To learn more about current STEM high schools across the country, the United States Department of Education commissioned The National Research Center on the Gifted and Talented (NRC/GT) to design and implement a study of STEM high schools. The University of Connecticut and the University of Virginia collaborated to address the following project objectives: to create a searchable matrix of STEM high schools, to document the common and unique curricular and instructional strategies used in STEM high schools, and to create and disseminate surveys for high school administrators and teachers documenting the curricular and instructional strategies used in high schools.
Read Abstract
Read Report
2013
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Implementing a Professional Development Model Using Gifted Education Strategies With All Students
Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E.
All phases of a multi-year quantitative and qualitative study of professional development practices are described in detail. You will learn about the extent to which specific topics in gifted and talented education are part of a comprehensive professional development program for all students. You will also learn how we designed and implemented a scripted professional development module to enhance the expertise of teachers within districts to use the pedagogy of gifted education with all students.
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Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E.
All phases of a multi-year quantitative and qualitative study of professional development practices are described in detail. You will learn about the extent to which specific topics in gifted and talented education are part of a comprehensive professional development program for all students. You will also learn how we designed and implemented a scripted professional development module to enhance the expertise of teachers within districts to use the pedagogy of gifted education with all students.
Read Abstract and Conclusions
Read Report
RM02172
2002
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E. Paul Torrance: His Life, Accomplishments, and Legacy
Hébert, T. P., Cramond, B. L., Speirs Neumeister, K. L., Millar, G., & Silvian, A. F.
Life, accomplishments, and legacy of E. Paul Torrance, the renowned creativity researcher, university teacher, and mentor to numerous individuals throughout the world is presented.
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Hébert, T. P., Cramond, B. L., Speirs Neumeister, K. L., Millar, G., & Silvian, A. F.
Life, accomplishments, and legacy of E. Paul Torrance, the renowned creativity researcher, university teacher, and mentor to numerous individuals throughout the world is presented.
Read Abstract and Conclusions
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RM02152
2002
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NRC/GT Instrument Bank II
Heilbronner, N. N., Savino, J. A., Gubbins, E. J., Vahidi, S., Desisto, S., & Foreman, J. (Eds.)
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 46 instruments in PDF format.
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Heilbronner, N. N., Savino, J. A., Gubbins, E. J., Vahidi, S., Desisto, S., & Foreman, J. (Eds.)
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 46 instruments in PDF format.
Read Report
IBCD09
2009
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Advanced Placement and International Baccalaureate Programs: A “Fit” for Gifted Learners?
Hertberg-Davis, H., Callahan, C. M., & Kyburg, R. M.
Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how teachers conceptualize and implement curriculum and instruction in AP and IB courses and how students enrolled in AP and IB classes perceive and evaluate their learning experiences in these environments.
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Hertberg-Davis, H., Callahan, C. M., & Kyburg, R. M.
Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how teachers conceptualize and implement curriculum and instruction in AP and IB courses and how students enrolled in AP and IB classes perceive and evaluate their learning experiences in these environments.
Read Abstract and Conclusions
Read Report
RM06222
2006
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Residential Schools of Mathematics and Science for Academically Talented Youth: An Analysis of Admission Programs
Jarwan, F. A., & Feldhusen, J. F.
How are young people selected for state supported schools of mathematics and science? Is representation equitable with respect to male and female African Americans, Hispanics, and Asians? Selection procedures are analyzed and evaluated.
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Jarwan, F. A., & Feldhusen, J. F.
How are young people selected for state supported schools of mathematics and science? Is representation equitable with respect to male and female African Americans, Hispanics, and Asians? Selection procedures are analyzed and evaluated.
Read Abstract and Recommendations
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CRS93304
1993
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The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics Standards
Jensen Sheffield, L.
Mathematics standards are influencing all phases of teaching, learning, and assessment. A range of alternative identification measures, curricular options, and programming opportunities are described for gifted and talented students based upon these standards.
Read Abstract and Recommendations
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Jensen Sheffield, L.
Mathematics standards are influencing all phases of teaching, learning, and assessment. A range of alternative identification measures, curricular options, and programming opportunities are described for gifted and talented students based upon these standards.
Read Abstract and Recommendations
Read Report
RBDM9404
1994
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The Effects of Group Composition on Gifted and Non-Gifted Elementary Students in Cooperative Learning Groups
Kenny, D. A., Archambault, F. X., Jr., & Hallmark, B. W.
How effective is cooperative learning with respect to the performance and outlook of gifted students? Achievement, self-concept, attitudes toward school, and feelings toward other students were among the important issues examined.
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Kenny, D. A., Archambault, F. X., Jr., & Hallmark, B. W.
How effective is cooperative learning with respect to the performance and outlook of gifted students? Achievement, self-concept, attitudes toward school, and feelings toward other students were among the important issues examined.
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95116
1995
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An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives
Kulik, J. A.
What grouping practices best serve affective and cognitive needs of gifted students? It is an important question as this study reveals. Major curricular adjustments are the critical feature of any grouping practice.
Read Abstract and Guidelines
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Kulik, J. A.
What grouping practices best serve affective and cognitive needs of gifted students? It is an important question as this study reveals. Major curricular adjustments are the critical feature of any grouping practice.
Read Abstract and Guidelines
Read Report
RBDM9204
1992
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An Agenda for the Future: Closing the Achievement Gap for Underrepresented Groups in Gifted and Talented Education
Lockwood, A. T.
The National Research Center on the Gifted and Talented convened a Needs Assessment Conference in January 2005 to identify a research agenda for the future. The research agenda should focus on studies that would narrow the achievement gap between underrepresented groups and their peers in gifted and talented education. This monograph summaries the key points of the 4 commissioned monographs by leading scholars from different disciplines, identifying research needs for the future. Following this summary, are the monographs by Drs. Samuel R. Lucas, Patricia Gándara, L. Scott Miller, and James H. Borland.
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Lockwood, A. T.
The National Research Center on the Gifted and Talented convened a Needs Assessment Conference in January 2005 to identify a research agenda for the future. The research agenda should focus on studies that would narrow the achievement gap between underrepresented groups and their peers in gifted and talented education. This monograph summaries the key points of the 4 commissioned monographs by leading scholars from different disciplines, identifying research needs for the future. Following this summary, are the monographs by Drs. Samuel R. Lucas, Patricia Gándara, L. Scott Miller, and James H. Borland.
Read Report
2007
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A Compendium of Research-Based Information on the Education of Gifted and Talented Students
Logan, K. S., Rizza, M. G., Gubbins, E. J., Gavin, M. K., Kloosterman, V. I., Schuler, P. A., Vahidi, S., & Suroviak, C. E.
This document provides abstracts of all publications produced by the NRC/GT researchers from 1990 to 1995. Expanded descriptions of research projects and other resources are in the compendium.
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Logan, K. S., Rizza, M. G., Gubbins, E. J., Gavin, M. K., Kloosterman, V. I., Schuler, P. A., Vahidi, S., & Suroviak, C. E.
This document provides abstracts of all publications produced by the NRC/GT researchers from 1990 to 1995. Expanded descriptions of research projects and other resources are in the compendium.
Read Report
RM97232
1997
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Evaluation, Placement, and Progression: Three Sites of Concern for Student Achievement
Lucas, S. L.
Schools are complex organizations that serve as the primary official location for the socialization of children in the United States, and three focal features of schools stand out—evaluation, placement, and progression. Each one of these features is a site of potential concern to researchers and policy-makers, for the nurturance of every student’s capacities, and more specifically for nurturing the capacities of minority students.
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Lucas, S. L.
Schools are complex organizations that serve as the primary official location for the socialization of children in the United States, and three focal features of schools stand out—evaluation, placement, and progression. Each one of these features is a site of potential concern to researchers and policy-makers, for the nurturance of every student’s capacities, and more specifically for nurturing the capacities of minority students.
Read Abstract and Conclusions
Read Report
RM04192
2004
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State Standardized Testing Programs: Their Effects on Teachers and Students
Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J.
This study investigated the impact of state testing programs on schools, teachers, and students. Results indicated that teachers and students feel a tremendous amount of pressure associated with high-stakes testing; the pressure felt by teachers results in drill and practice type of curriculum and instruction; the pressure felt by high-stakes testing is greater in disadvantaged schools and results in more drill and practice instruction; and gifted and talented students feel pressure to perform well to bring up all scores oftentimes resulting in disengagement from the learning process.
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Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J.
This study investigated the impact of state testing programs on schools, teachers, and students. Results indicated that teachers and students feel a tremendous amount of pressure associated with high-stakes testing; the pressure felt by teachers results in drill and practice type of curriculum and instruction; the pressure felt by high-stakes testing is greater in disadvantaged schools and results in more drill and practice instruction; and gifted and talented students feel pressure to perform well to bring up all scores oftentimes resulting in disengagement from the learning process.
Read Abstract and Conclusions
Read Report
RM07228
2007
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Development of Differentiated Performance Assessment Tasks for Middle School Classrooms
Moon, T. R., Callahan, C. M., Brighton, C. M., & Tomlinson, C. A.
In the past two decades, educational reform efforts have all emphasized accountability in terms of student achievement and learning outcomes rather than process. As a result, high-stakes testing has become the focal point for evaluating student learning. New differentiated authentic assessments for classroom use that embody key concepts, principles, generalizations, and processes are presented in response to these concerns.
Read Abstract and Conclusions
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Moon, T. R., Callahan, C. M., Brighton, C. M., & Tomlinson, C. A.
In the past two decades, educational reform efforts have all emphasized accountability in terms of student achievement and learning outcomes rather than process. As a result, high-stakes testing has become the focal point for evaluating student learning. New differentiated authentic assessments for classroom use that embody key concepts, principles, generalizations, and processes are presented in response to these concerns.
Read Abstract and Conclusions
Read Report
RM02160
2002
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Middle School Classrooms: Teachers’ Reported Practices and Student Perceptions
Moon, T. R., Callahan, C. M., Tomlinson, C. A., & Miller, E. M.
This study focuses on middle school teachers’ reported classroom practices, middle school students’ perceptions of classroom practice, and the alignment of reported practices and perceptions with the middle school movement’s orientation towards student achievement. Findings unique to the study indicate the majority of teachers report using example activities and observations to modify the content of activities, types of products required of students, and student grouping arrangements.
Read Abstract and Conclusions and Recommendations
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Moon, T. R., Callahan, C. M., Tomlinson, C. A., & Miller, E. M.
This study focuses on middle school teachers’ reported classroom practices, middle school students’ perceptions of classroom practice, and the alignment of reported practices and perceptions with the middle school movement’s orientation towards student achievement. Findings unique to the study indicate the majority of teachers report using example activities and observations to modify the content of activities, types of products required of students, and student grouping arrangements.
Read Abstract and Conclusions and Recommendations
Read Report
RM02164
2002
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Academic Diversity in the Middle School: Results of a National Survey of Middle School Administrators and Teachers
Moon, T., Tomlinson, C. A., & Callahan, C. M.
What is happening with respect to the diverse needs of middle school students? How do practices described in the literature actually measure up to policies, beliefs, and instructional practices? Research-based evidence is provided.
Read Abstract and Conclusions
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Moon, T., Tomlinson, C. A., & Callahan, C. M.
What is happening with respect to the diverse needs of middle school students? How do practices described in the literature actually measure up to policies, beliefs, and instructional practices? Research-based evidence is provided.
Read Abstract and Conclusions
Read Report
95124
1995
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The Status of Programs for High Ability Students
Purcell, J. H.
Are there places where programs for high ability students remain intact or expanded? Are programs threatened in particular areas? This study of program status in 19 states reveals reasons why programs are maintained or eliminated.
Read Abstract and Recommendations
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Purcell, J. H.
Are there places where programs for high ability students remain intact or expanded? Are programs threatened in particular areas? This study of program status in 19 states reveals reasons why programs are maintained or eliminated.
Read Abstract and Recommendations
Read Report
CRS94306
1994
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The Schoolwide Enrichment Model Reading Study
Reis, S. M., Eckert, R. D., Schreiber, F. J., Jacobs, J., Briggs, C., Gubbins, E. J., Coyne, M., & Muller, L. M.
This monograph presents the results of an investigation on the effects of an enriched reading program on elementary students’ reading fluency, comprehension, and attitude toward reading. The Schoolwide Enrichment Reading Model (SEM-R) provides enriched reading experiences by exposing students to exciting, high interest books, encouraging them to increase daily independent reading of appropriately challenging, self-selected books through individualized reading instruction, and providing interest-based choice opportunities in reading. This research was conducted in urban and suburban schools with a diverse student population of children from low socioeconomic income families and students with special needs. Results indicate that students in the SEM-R treatment group scored significantly higher than those in the control group in reading comprehension, reading fluency, and attitude toward reading.
Read Abstract and Conclusions
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Reis, S. M., Eckert, R. D., Schreiber, F. J., Jacobs, J., Briggs, C., Gubbins, E. J., Coyne, M., & Muller, L. M.
This monograph presents the results of an investigation on the effects of an enriched reading program on elementary students’ reading fluency, comprehension, and attitude toward reading. The Schoolwide Enrichment Reading Model (SEM-R) provides enriched reading experiences by exposing students to exciting, high interest books, encouraging them to increase daily independent reading of appropriately challenging, self-selected books through individualized reading instruction, and providing interest-based choice opportunities in reading. This research was conducted in urban and suburban schools with a diverse student population of children from low socioeconomic income families and students with special needs. Results indicate that students in the SEM-R treatment group scored significantly higher than those in the control group in reading comprehension, reading fluency, and attitude toward reading.
Read Abstract and Conclusions
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05214
2005
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Case Studies of Successful Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations
Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, S. M., Eckert, R. D., & Muller, L. M.
The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into11 in-depth school case studies summarizing findings from researcher observations of the SEM-R and comparison classrooms.
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Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, S. M., Eckert, R. D., & Muller, L. M.
The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into11 in-depth school case studies summarizing findings from researcher observations of the SEM-R and comparison classrooms.
Read Abstract
Read Report
10240
2010
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Extending the Pedagogy of Gifted Education to All Students
Reis, S. M., Gentry, M., & Park, S.
Qualitative research in school communities explores the impact of enrichment clusters on children’s learning. Two economically disadvantaged schools with high numbers of minority students were the focus of this study.
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Reis, S. M., Gentry, M., & Park, S.
Qualitative research in school communities explores the impact of enrichment clusters on children’s learning. Two economically disadvantaged schools with high numbers of minority students were the focus of this study.
Read Abstract and Recommendations
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95118
1995
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Reading Instruction for Talented Readers: Case Studies Documenting Few Opportunities for Continuous Progress
Reis, S. M., Gubbins, E. J., Briggs, C., Schreiber, F. J., Richards, S., Jacobs, J., Eckert, R. D., Renzulli, J. S., & Alexander, M.
We investigated the type and nature of reading instruction provided for talented readers through in-depth qualitative comparative case studies in 12 different 3rd and 7th grade reading classrooms in both urban and suburban school districts over a 9-month period. Observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers.
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Reis, S. M., Gubbins, E. J., Briggs, C., Schreiber, F. J., Richards, S., Jacobs, J., Eckert, R. D., Renzulli, J. S., & Alexander, M.
We investigated the type and nature of reading instruction provided for talented readers through in-depth qualitative comparative case studies in 12 different 3rd and 7th grade reading classrooms in both urban and suburban school districts over a 9-month period. Observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers.
Read Abstract and Conclusions
Read Report
RM03184
2003
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Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study
Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hébert, T. P., Plucker, J. A., Purcell, J. H., Rogers, J. B., & Smist, J. M.
How effective and efficient is curriculum compacting with respect to teaching gifted students? Teachers received varying levels of training to implement compacting. Student achievement, attitude towards learning, and content preferences were assessed.
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Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hébert, T. P., Plucker, J. A., Purcell, J. H., Rogers, J. B., & Smist, J. M.
How effective and efficient is curriculum compacting with respect to teaching gifted students? Teachers received varying levels of training to implement compacting. Student achievement, attitude towards learning, and content preferences were assessed.
Read Abstract and Conclusions
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93106
1993
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Building a Bridge Between Gifted Education and Total School Improvement
Renzulli, J. S.
The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described.
Read Abstract and Conclusions
Read Report
Renzulli, J. S.
The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described.
Read Abstract and Conclusions
Read Report
RBDM9502
1995
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Construyendo un Puente entre la Educación del Dotado y el Mejoramiento Escolar Integral (Resumen)
Renzulli, J. S.
The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described.
Read Report (Spanish)
Renzulli, J. S.
The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described.
Read Report (Spanish)
CRS00214
2000
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Equity, Excellence, and Economy in a System for Identifying Students in Gifted Education Programs: A Guidebook
Renzulli, J. S.
This identification system, grounded in the Three-Ring Conception of Giftedness and the Enrichment Triad Model, attempts to address the excellence, equity, and economic issues. It is designed to be economical in terms of the time and paperwork required for identification, to provide access to special services for both traditionally high scoring students and those students whose potential may only be recognized through the use of a more flexible range of identification criteria.
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Read Report
Renzulli, J. S.
This identification system, grounded in the Three-Ring Conception of Giftedness and the Enrichment Triad Model, attempts to address the excellence, equity, and economic issues. It is designed to be economical in terms of the time and paperwork required for identification, to provide access to special services for both traditionally high scoring students and those students whose potential may only be recognized through the use of a more flexible range of identification criteria.
Read Abstract and Conclusions
Read Report
RM05208
2005
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Giftedness and High School Dropouts: Personal, Family, and School Related Factors
Renzulli, J. S., & Park, S.
Two studies were conducted using the National Education Longitudinal Study of 1988 (NELS:88) data base. Study 1 obtained specific information about gifted dropouts regarding their reasons for leaving school, parents’ reactions, use of time, future career plans, relationships with parents and peers, and self-concept. Study 2 examined personal/educational factors related to the gifted students’ dropout behavior. Results of the studies are discussed in detail.
Read Abstract and Conclusions
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Renzulli, J. S., & Park, S.
Two studies were conducted using the National Education Longitudinal Study of 1988 (NELS:88) data base. Study 1 obtained specific information about gifted dropouts regarding their reasons for leaving school, parents’ reactions, use of time, future career plans, relationships with parents and peers, and self-concept. Study 2 examined personal/educational factors related to the gifted students’ dropout behavior. Results of the studies are discussed in detail.
Read Abstract and Conclusions
Read Report
RM02168
2002
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Setting an Agenda: Research Priorities for the Gifted and Talented Through the Year 2000
Renzulli, J. S., Reid, B. D., & Gubbins, J. E.
Description of the development and implementation of The National Research Center on the Gifted and Talented is provided for the first federally funded g/t center. Summaries of proposed studies from the early 1990s are highlighted.
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Renzulli, J. S., Reid, B. D., & Gubbins, J. E.
Description of the development and implementation of The National Research Center on the Gifted and Talented is provided for the first federally funded g/t center. Summaries of proposed studies from the early 1990s are highlighted.
Read Recommendations
Read Report
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Cooperative Learning and the Academically Talented Student
Robinson, A.
How applicable is cooperative learning to academically talented students? Practical insights into various strategies associated with cooperative learning are offered for consideration. Descriptions of useful models are also provided.
Read Abstract and Recommendations
Read Report
Robinson, A.
How applicable is cooperative learning to academically talented students? Practical insights into various strategies associated with cooperative learning are offered for consideration. Descriptions of useful models are also provided.
Read Abstract and Recommendations
Read Report
RBDM9106
1991
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The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner
Rogers, K. B.
Can academic, social, and psychological impact from particular grouping practices on gifted and talented learners be determined? Thirteen research syntheses are analyzed with this question in mind. Interesting conclusions and guidelines for practices are reported.
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Read Report
Rogers, K. B.
Can academic, social, and psychological impact from particular grouping practices on gifted and talented learners be determined? Thirteen research syntheses are analyzed with this question in mind. Interesting conclusions and guidelines for practices are reported.
Read Abstract and Guidelines
Read Report
RBDM9102
1991
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Creativity as an Educational Objective for Disadvantaged Students
Runco, M. A.
There are reasons for optimism and concern with respect to the creative potential of at-risk and disadvantaged children. Recommendations regarding behaviors best avoided and encouraged are presented with particular reference to the needs of economically disadvantaged students.
Read Abstract and Recommendations
Read Report
Runco, M. A.
There are reasons for optimism and concern with respect to the creative potential of at-risk and disadvantaged children. Recommendations regarding behaviors best avoided and encouraged are presented with particular reference to the needs of economically disadvantaged students.
Read Abstract and Recommendations
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RBDM9306
1993
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Voices of Perfectionism: Perfectionistic Gifted Adolescents in a Rural Middle School
Schuler, P. A.
What is the perception of adolescents in a rural middle school regarding perfectionism? What are the characteristics of perfectionists? What influences perfectionism in males and females and what are the consequences of perfectionism? Answers and practical advice are provided.
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Read Report
Schuler, P. A.
What is the perception of adolescents in a rural middle school regarding perfectionism? What are the characteristics of perfectionists? What influences perfectionism in males and females and what are the consequences of perfectionism? Answers and practical advice are provided.
Read Abstract and Conclusions
Read Report
RM99140
1999
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A Triarchic Approach to Giftedness
Sternberg, R. J.
School performance, mental self-government, and creativity are among the aspects of giftedness examined. Each study focused on the Triarchic Theory of human intelligence and its application to various aspects of giftedness and gifted performance.
Read Abstract and Conclusions
Read Report
Sternberg, R. J.
School performance, mental self-government, and creativity are among the aspects of giftedness examined. Each study focused on the Triarchic Theory of human intelligence and its application to various aspects of giftedness and gifted performance.
Read Abstract and Conclusions
Read Report
95126
1995
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Dynamic Instruction for and Assessment of Developing Expertise in Four Ethnic Groups
Sternberg, R. J., Grigorenko, E. L., Birney, D. P., Fredine, N., Jarvin, L., & Jeltova, I.
The goal of this study was to investigate the use of dynamic assessment to increase equity, fairness, and accuracy in the testing of abilities and achievement. Dynamic tests have been found to reveal developing expertise in underrepresented minorities that is not revealed by conventional static tests. The data collected show that it is possible to develop dynamic assessments that can be used to asses students in a regular classroom setting, such dynamic assessments tends to lead to higher student achievement, and dynamic instruction tends to reduce the achievement gap between minority and non-minority students.
Read Abstract and Conclusions
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Sternberg, R. J., Grigorenko, E. L., Birney, D. P., Fredine, N., Jarvin, L., & Jeltova, I.
The goal of this study was to investigate the use of dynamic assessment to increase equity, fairness, and accuracy in the testing of abilities and achievement. Dynamic tests have been found to reveal developing expertise in underrepresented minorities that is not revealed by conventional static tests. The data collected show that it is possible to develop dynamic assessments that can be used to asses students in a regular classroom setting, such dynamic assessments tends to lead to higher student achievement, and dynamic instruction tends to reduce the achievement gap between minority and non-minority students.
Read Abstract and Conclusions
Read Report
RM07226
2007
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Giftedness and Expertise
Sternberg, R. J., Grigorenko, E. L., & Ferrari, M.
The traditional view of what intelligence is and what intelligence tests measure may be incorrect. An alternative view is that of intelligence as developing expertise and intelligence tests as measuring an aspect of developing expertise.
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Sternberg, R. J., Grigorenko, E. L., & Ferrari, M.
The traditional view of what intelligence is and what intelligence tests measure may be incorrect. An alternative view is that of intelligence as developing expertise and intelligence tests as measuring an aspect of developing expertise.
Read Abstract and Conclusions
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RM04198
2004
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Transitions in the Development of Giftedness
Sternberg, R. J., Grigorenko, E. L., Hart, L., Jarvin, L., Kwiatkowski, J., Newman, T., & Stepanossova, O.
The purpose of this study was to assess factors that lead to success in transitions of giftedness. The study tested the hypotheses that creative and practical abilities will become increasingly important with age and that underrepresented minority groups will score relatively higher on measures of creative and practical abilities than on measures of analytical abilities. The data analyses concluded that preschool children who are identified as gifted do perform better on a number of cognitive and achievement tasks. The difference is clearer during middle and high school, when creative and practical abilities become more important relative to analytical skills, especially for underrepresented minority students.
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Sternberg, R. J., Grigorenko, E. L., Hart, L., Jarvin, L., Kwiatkowski, J., Newman, T., & Stepanossova, O.
The purpose of this study was to assess factors that lead to success in transitions of giftedness. The study tested the hypotheses that creative and practical abilities will become increasingly important with age and that underrepresented minority groups will score relatively higher on measures of creative and practical abilities than on measures of analytical abilities. The data analyses concluded that preschool children who are identified as gifted do perform better on a number of cognitive and achievement tasks. The difference is clearer during middle and high school, when creative and practical abilities become more important relative to analytical skills, especially for underrepresented minority students.
Read Abstract and Conclusions
Read Report
RM07230
2007
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Academic and Practical Intelligence
Sternberg, R. J., Grigorenko, E. L., Lipka, J., Meier, E., Mohatt, G., Yanez, E., Newman, T., & Wildfeuer, S.
Academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. This hypothesis was tested in a Native Alaska setting, and the efficacy of culturally-based triarchic teaching was also studied.
Read Abstract and Conclusions
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Sternberg, R. J., Grigorenko, E. L., Lipka, J., Meier, E., Mohatt, G., Yanez, E., Newman, T., & Wildfeuer, S.
Academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. This hypothesis was tested in a Native Alaska setting, and the efficacy of culturally-based triarchic teaching was also studied.
Read Abstract and Conclusions
Read Report
RM04200
2004
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Modern Theories of Intelligence Applied to Assessment of Abilities, Instructional Design, and Knowledge-based Assessment
Sternberg, R. J., Grigorenko, E. L., Torff, B., & Jarvin, L.
According to the triarchic theory, human intelligence comprises three main aspects: analytical (analyzing, judging, evaluating, and comparing skills), creative (creating, inventing, discovering, imagining, and supposing skills), and practical (implementing, using, applying, and seeking relevance). Findings on infusing the triarchic theory into various curricula are presented.
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Sternberg, R. J., Grigorenko, E. L., Torff, B., & Jarvin, L.
According to the triarchic theory, human intelligence comprises three main aspects: analytical (analyzing, judging, evaluating, and comparing skills), creative (creating, inventing, discovering, imagining, and supposing skills), and practical (implementing, using, applying, and seeking relevance). Findings on infusing the triarchic theory into various curricula are presented.
Read Abstract and Conclusions
Read Report
RM04196
2004
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Undiscovered Edisons: Fostering the Talents of Vocational-Technical Students
Taylor, L. A.
Needs of students journeying through stages of career development are serviced via the Focus On Model in which modified enrichment experiences are provided for students. Creative productivity seemed to significantly heighten students’ sense of self and career aspirations.
Read Abstract and Recommendations
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Taylor, L. A.
Needs of students journeying through stages of career development are serviced via the Focus On Model in which modified enrichment experiences are provided for students. Creative productivity seemed to significantly heighten students’ sense of self and career aspirations.
Read Abstract and Recommendations
Read Report
RM95214
1995
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The Effects of Grouping and Curricular Practices on Intermediate Students’ Math Achievement
Tieso, C. T.
The combined effects of grouping with appropriate curricular practices on intermediate students’ mathematics achievement are investigated. Findings indicated that teachers and their students preferred the between and within-class grouping arrangements to their typical whole class grouping plan.
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Tieso, C. T.
The combined effects of grouping with appropriate curricular practices on intermediate students’ mathematics achievement are investigated. Findings indicated that teachers and their students preferred the between and within-class grouping arrangements to their typical whole class grouping plan.
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RM02154
2002
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Preservice Teacher Preparation in Meeting the Needs of Gifted and Other Academically Diverse Students
Tomlinson, C. A., Callahan, C. M., Moon, T. R., Tomchin, E. M., Landrum, M., Imbeau, M., Hunsaker, S. L., & Eiss, N.
Preservice teachers in 7 universities participated in this study designed to establish how awareness of needs pertaining to academically diverse learners develops. Surveys, interviews, and observations revealed how attitudes, beliefs, and practices impact instruction.
Read Abstract and Recommendations
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Tomlinson, C. A., Callahan, C. M., Moon, T. R., Tomchin, E. M., Landrum, M., Imbeau, M., Hunsaker, S. L., & Eiss, N.
Preservice teachers in 7 universities participated in this study designed to establish how awareness of needs pertaining to academically diverse learners develops. Surveys, interviews, and observations revealed how attitudes, beliefs, and practices impact instruction.
Read Abstract and Recommendations
Read Report
95134
1995
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Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color
Tomlinson, C. A., Gould, H., Schroth, S., & Jarvis, J.
This research report is a result of a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Among factors influencing student success in the three schools were: the nature of the school setting and its vision for low economic students of color, the degree to which educators understood the academic and affective needs of low economic students of color, the nature of curriculum, instruction, and assessment in the classrooms, and attitudes about the role of the teacher in supporting the success of low economic students of color.
Read Abstract and Conclusions
Read Report
Tomlinson, C. A., Gould, H., Schroth, S., & Jarvis, J.
This research report is a result of a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Among factors influencing student success in the three schools were: the nature of the school setting and its vision for low economic students of color, the degree to which educators understood the academic and affective needs of low economic students of color, the nature of curriculum, instruction, and assessment in the classrooms, and attitudes about the role of the teacher in supporting the success of low economic students of color.
Read Abstract and Conclusions
Read Report
RM06220
2006
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Assessing Creativity: A Guide for Educators
Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C.
This monograph deals specifically with the challenge of recognizing or assessing creativity. The primary goals of the monograph are to: provide information about the nature of creativity; identify many key characteristics and indicators of creativity; examine ways to locate, evaluate, select, and use instruments that are helpful in assessing those characteristics; identify and review many existing creativity assessment resources; and suggest some important considerations in linking assessment with instructional programming.
Read Abstract and Conclusions
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Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C.
This monograph deals specifically with the challenge of recognizing or assessing creativity. The primary goals of the monograph are to: provide information about the nature of creativity; identify many key characteristics and indicators of creativity; examine ways to locate, evaluate, select, and use instruments that are helpful in assessing those characteristics; identify and review many existing creativity assessment resources; and suggest some important considerations in linking assessment with instructional programming.
Read Abstract and Conclusions
Read Report
RM02170
2002
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Understanding the Special Giftedness of Young Interpreters
Valdés, G.
The purpose of this research was to extend current definitions of gifted and talented by examining the abilities of bilingual youngsters who are selected from among their siblings to serve as interpreters for their families. Young interpreters exhibit at least some of the characteristics generally measured in prospective interpreters such as memory, analytical ability, speed of comprehension and production, and stress tolerance. The skilled performance of the young interpreters can also be analyzed from the perspective of various conceptions of giftedness.
Read Abstract and Findings
Read Report
Valdés, G.
The purpose of this research was to extend current definitions of gifted and talented by examining the abilities of bilingual youngsters who are selected from among their siblings to serve as interpreters for their families. Young interpreters exhibit at least some of the characteristics generally measured in prospective interpreters such as memory, analytical ability, speed of comprehension and production, and stress tolerance. The skilled performance of the young interpreters can also be analyzed from the perspective of various conceptions of giftedness.
Read Abstract and Findings
Read Report
RM02158
2002
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Content-based Curriculum for Low Income and Minority Gifted Learners
VanTassel-Baska, J.
Planning and developing curricula for low income and minority gifted learners must include discussions about collaboration among professionals, choices of school program delivery models, development of parent and community support systems in nurturing potential, and opportunities for curriculum interventions.
Read Abstract and Conclusions
Read Report
VanTassel-Baska, J.
Planning and developing curricula for low income and minority gifted learners must include discussions about collaboration among professionals, choices of school program delivery models, development of parent and community support systems in nurturing potential, and opportunities for curriculum interventions.
Read Abstract and Conclusions
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RM03180
2003
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Teachers Nurturing Math-Talented Young Children
Waxman, B., Robinson, N. M., & Mukhopadhyay, S.
Mathematical reasoning is highly valued in this society, yet when does math talent make itself known? How can it be identified and advanced? What are the gender differences with respect to math ability? Answers and practical advice are offered.
Read Abstract and Guidelines
Read Report
Waxman, B., Robinson, N. M., & Mukhopadhyay, S.
Mathematical reasoning is highly valued in this society, yet when does math talent make itself known? How can it be identified and advanced? What are the gender differences with respect to math ability? Answers and practical advice are offered.
Read Abstract and Guidelines
Read Report
RM96228
1996
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Profiles of Successful Practices for High Ability Students in Elementary Classrooms
Westberg, K. L., & Archambault, F. X., Jr. (Eds.)
An investigation of schools and classrooms revealed most successful practices used to meet individual needs of high ability students. Profiles and themes are presented with research in 10 sites known for effective implementation of curriculum differentiation.
Read Abstract and Conclusions
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Westberg, K. L., & Archambault, F. X., Jr. (Eds.)
An investigation of schools and classrooms revealed most successful practices used to meet individual needs of high ability students. Profiles and themes are presented with research in 10 sites known for effective implementation of curriculum differentiation.
Read Abstract and Conclusions
Read Report
95122
1995
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An Observational Study of Instructional and Curricular Practices Used With Gifted and Talented Students in Regular Classrooms
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J.
Gifted and talented students in regular third and fourth grade classrooms are featured in this study of classroom instructional and curricular practices. Systematic observations of teacher-student interactions, differentiated instruction, and grouping arrangements are described.
Read Abstract and Recommendations
Read Report
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J.
Gifted and talented students in regular third and fourth grade classrooms are featured in this study of classroom instructional and curricular practices. Systematic observations of teacher-student interactions, differentiated instruction, and grouping arrangements are described.
Read Abstract and Recommendations
Read Report
93104
1993
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The Law on Gifted Education (Revised)
Zirkel, P. A.
This monograph provides a comprehensive, concise, and current overview of the law—specifically, legislation, regulations, and published court/administrative decisions—relating to gifted education for K-12 students. The narrative portion of the monograph provides an impartial and a systematic summary of the law for the lay reader, whereas the appendices and endnotes provide rather thorough and cited support for legal specialists.
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Zirkel, P. A.
This monograph provides a comprehensive, concise, and current overview of the law—specifically, legislation, regulations, and published court/administrative decisions—relating to gifted education for K-12 students. The narrative portion of the monograph provides an impartial and a systematic summary of the law for the lay reader, whereas the appendices and endnotes provide rather thorough and cited support for legal specialists.
Read Abstract and Conclusions
Read Report
RM05178R
2005
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The following resources are brochures designed primarily for educators and parents. Some brochures are available in Spanish.
What Educators Need to Know About Bilingual Children: Interpreting and Translating
Brookes, H., & Angelleli, C.
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Brookes, H., & Angelleli, C.
Read Brochure
A9816
1998
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Lo que Deben Saber los Educadores Acerca de los Niños y Jóvenes Bilingües: Interpretan y Traducen
Brookes, H., & Angelleli, C.
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Brookes, H., & Angelleli, C.
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B9910
1999
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What Educators Need to Know About Student Motivation
Clinkenbeard, P. R., & Delcourt, M. A. B. (Eds.)
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Clinkenbeard, P. R., & Delcourt, M. A. B. (Eds.)
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A9509
1995
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What Educators and Parents Need to Know About Elementary School Programs in Gifted Education
Delcourt, M. A. B. (Ed.)
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Delcourt, M. A. B. (Ed.)
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A9508
1995
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What Educators Need to Know About Encouraging Talented Girls in Mathematics
Gavin, M. K.
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Gavin, M. K.
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A0022
2000
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What Educators and Parents Need to Know About ADHD, Creativity, and Gifted Students
Guenther, A.
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Guenther, A.
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A9814
1998
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What Educators Need to Know About Bilingual Students and Talent Development
Kloosterman, V. I., & Díaz, E. I. (Eds.)
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Kloosterman, V. I., & Díaz, E. I. (Eds.)
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A9713
1997
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Lo que los Educadores Necesitan Saber sobre los Alumnos Bilingües y el Desarrollo del Talento
Kloosterman, V. I., & Díaz, E. I. (Eds.)
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Kloosterman, V. I., & Díaz, E. I. (Eds.)
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B9908
1999
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What Educators and Parents Need to Know About Fostering Creativity
Plucker, J. A. (Ed.)
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Plucker, J. A. (Ed.)
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A9507
1995
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Lo que los Educadores Necesitan Saber sobre el Agrupamiento por Habilidad
Siegle, D. (Ed.)
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Siegle, D. (Ed.)
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B9201
1992
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Lo que los Educadores Necesitan Saber sobre la Compactación del Curriculum
Siegle, D. (Ed.)
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Siegle, D. (Ed.)
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B9302
1993
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What Educators Need to Know About Gifted Students and Cooperative Learning
Siegle, D. (Ed.)
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Siegle, D. (Ed.)
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A9404
1994
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Lo que los Educadores Necesitan Saber sobre los Alumnos Dotados y el Aprendizaje Cooperativo
Siegle, D. (Ed.)
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Siegle, D. (Ed.)
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B9404
1994
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Lo que los Educadores Necesitan Saber sobre la Actividad Tutoral
Whitton, D., & Siegle, D. (Eds.)
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Whitton, D., & Siegle, D. (Eds.)
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B9406
1994
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Please see Parents’ section for additional brochures of interest to educators and parents.
Description
Pub. No.
Year
Code
Gifted African American Male College Students: A Phenomenological Study
Bonner, F. A., II
Two academically gifted African American male undergraduates, one in an Historically Black College or University and one in a Traditionally White Institution were studied to learn more about their perceptions of how the relationships with their respective institutions led to the cultivation of their academic giftedness.
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Bonner, F. A., II
Two academically gifted African American male undergraduates, one in an Historically Black College or University and one in a Traditionally White Institution were studied to learn more about their perceptions of how the relationships with their respective institutions led to the cultivation of their academic giftedness.
Read Abstract and Conclusions
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RM01148
2001
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Issues and Practices in the Identification and Education of Gifted Students From Under-represented Groups
Borland, J. H.
Under-representation of minority students, students with limited English proficiency, and economically disadvantaged students has been a long-standing problem in gifted education. This monograph discusses the possible causes of the problem, both within and outside the field of gifted education. It also offers possible solutions, including revising the identification process, extending gifted education to all students, and/or completely reworking the current system to eliminate gifted programs that are separate from the general education classroom.
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Borland, J. H.
Under-representation of minority students, students with limited English proficiency, and economically disadvantaged students has been a long-standing problem in gifted education. This monograph discusses the possible causes of the problem, both within and outside the field of gifted education. It also offers possible solutions, including revising the identification process, extending gifted education to all students, and/or completely reworking the current system to eliminate gifted programs that are separate from the general education classroom.
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RM04186
2004
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Primary Grade Teachers’ Conceptions of Giftedness and Talent: A Case-based Investigation
Brighton, C. M., Moon, T. R., Jarvis, J. M., & Hockett, J. A.
Poor and minority students under-representation in gifted programs is contributed to failure of identifying and developing their talents at a young age. This report is the outcome of a two-phase, mixed-methods study designed to explore the beliefs and practices of teachers at the primary school level (grades K-2). The study focused on teachers’ beliefs about the nature of giftedness in young students, teachers’ beliefs about how giftedness is manifested and distributed across cultural and socioeconomic groups of young students, and teachers’ classroom practices related to talent development in the primary grades. Findings showed that talent development for typically underserved children in primary grade classrooms are affected by factors internal to the teacher, forces on the teacher outside the self, teacher behaviors, and observable student behaviors and verbal responses.
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Brighton, C. M., Moon, T. R., Jarvis, J. M., & Hockett, J. A.
Poor and minority students under-representation in gifted programs is contributed to failure of identifying and developing their talents at a young age. This report is the outcome of a two-phase, mixed-methods study designed to explore the beliefs and practices of teachers at the primary school level (grades K-2). The study focused on teachers’ beliefs about the nature of giftedness in young students, teachers’ beliefs about how giftedness is manifested and distributed across cultural and socioeconomic groups of young students, and teachers’ classroom practices related to talent development in the primary grades. Findings showed that talent development for typically underserved children in primary grade classrooms are affected by factors internal to the teacher, forces on the teacher outside the self, teacher behaviors, and observable student behaviors and verbal responses.
Read Abstract and Conclusions
Read Report
RM07232
2007
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Instruments Used in the Identification of Gifted and Talented Students
Callahan, C. M., Hunsaker, S. L., Adams, C. M., Moore, S. D., & Bland, L. C.
This multifaceted study examined literature, locally developed and standardized identification instruments, procedures, and different identification strategies. Reviews of exemplary practice led to the development of standards for identification, assessment, and screening.
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Callahan, C. M., Hunsaker, S. L., Adams, C. M., Moore, S. D., & Bland, L. C.
This multifaceted study examined literature, locally developed and standardized identification instruments, procedures, and different identification strategies. Reviews of exemplary practice led to the development of standards for identification, assessment, and screening.
Read Abstract and Guidelines
Read Report
95130
1995
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Instruments and Evaluation Designs Used in Gifted Programs
Callahan, C. M., Tomlinson, C. A., Hunsaker, S. L., Bland, L. C., & Moon, T. R.
This resource provides detailed information on instruments and evaluation designs. The focus is on current practices of gifted programs and the usefulness of evaluation for decision-making.
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Callahan, C. M., Tomlinson, C. A., Hunsaker, S. L., Bland, L. C., & Moon, T. R.
This resource provides detailed information on instruments and evaluation designs. The focus is on current practices of gifted programs and the usefulness of evaluation for decision-making.
Read Abstract and Guidelines
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95132
1995
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Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students
Callahan, C. M., Tomlinson, C. A., Moon, T. R., Tomchin, E. M., & Plucker, J. A.
This three-year research project focusing on low income, minority students found that broader conceptions of giftedness, new identification processes, increased teacher awareness of talent, and family outreach positively affect success in school.
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Callahan, C. M., Tomlinson, C. A., Moon, T. R., Tomchin, E. M., & Plucker, J. A.
This three-year research project focusing on low income, minority students found that broader conceptions of giftedness, new identification processes, increased teacher awareness of talent, and family outreach positively affect success in school.
Read Abstract and Conclusions
Read Report
95136
1995
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Issues and Practices Related to Identification of Gifted and Talented Students in the Visual Arts
Clark, G. A., & Zimmerman, E.
What is talent in the visual arts? This and many other current issues and practices relative to identifying gifted and talented young people in the visual arts are examined. Practical suggestions are provided in a step-by-step identification procedure.
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Clark, G. A., & Zimmerman, E.
What is talent in the visual arts? This and many other current issues and practices relative to identifying gifted and talented young people in the visual arts are examined. Practical suggestions are provided in a step-by-step identification procedure.
Read Abstract and Recommendations
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RBDM9202
1992
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A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students
Frasier, M. M., García, J. H., & Passow, A. H.
Research and literature review centers on the assessment and identification of potentially gifted students. Major reasons for the underrepresentation of special populations in gifted programs are analyzed.
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Frasier, M. M., García, J. H., & Passow, A. H.
Research and literature review centers on the assessment and identification of potentially gifted students. Major reasons for the underrepresentation of special populations in gifted programs are analyzed.
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RM95204
1995
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An Exploratory Study of the Effectiveness of the Staff Development Model and the Research-Based Assessment Plan in Improving the Identification of Gifted Economically Disadvantaged Students
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., García, J. H., Martin, D., & Frank, E.
Observation of traits, attributes, and behaviors serve well in the process of identifying potentially gifted and talented students from economically disadvantaged families or students with limited English proficiency.
Read Abstract and Guidelines
Read Report
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., García, J. H., Martin, D., & Frank, E.
Observation of traits, attributes, and behaviors serve well in the process of identifying potentially gifted and talented students from economically disadvantaged families or students with limited English proficiency.
Read Abstract and Guidelines
Read Report
RM95224
1995
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A New Window for Looking at Gifted Children
Frasier, M. M., Martin, D., García, J. H., Finley, V. S., Frank, E., Krisel, S., & King, L. L.
If a potentially gifted child comes from an economically disadvantaged family and has limited proficiency in English, how will he or she be identified? This document addresses issues relating to possible underrepresentation in gifted programs and provides practical suggestions.
Read Abstract and Recommendations
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Frasier, M. M., Martin, D., García, J. H., Finley, V. S., Frank, E., Krisel, S., & King, L. L.
If a potentially gifted child comes from an economically disadvantaged family and has limited proficiency in English, how will he or she be identified? This document addresses issues relating to possible underrepresentation in gifted programs and provides practical suggestions.
Read Abstract and Recommendations
Read Report
RM95222
1995
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Toward a New Paradigm for Identifying Talent Potential
Frasier, M. M., & Passow, A. H.
Five elements featuring a new paradigm of giftedness are presented and discussed. The monograph sections provide practitioners with insight as to how giftedness may be identified among all groups of young people.
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Frasier, M. M., & Passow, A. H.
Five elements featuring a new paradigm of giftedness are presented and discussed. The monograph sections provide practitioners with insight as to how giftedness may be identified among all groups of young people.
Read Abstract and Conclusions
Read Report
94112
1994
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Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate
Hennessey, B. A.
This monograph presents the argument that particular attention must be paid to the impact of extrinsic constraints on the motivation and performance of gifted children coming from linguistically and culturally diverse backgrounds. Concrete suggestions are made as to how policy makers, administrators, and teachers can work together to create an inclusive school and classroom atmosphere that will promote the development of creativity and excitement about learning for all gifted students.
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Hennessey, B. A.
This monograph presents the argument that particular attention must be paid to the impact of extrinsic constraints on the motivation and performance of gifted children coming from linguistically and culturally diverse backgrounds. Concrete suggestions are made as to how policy makers, administrators, and teachers can work together to create an inclusive school and classroom atmosphere that will promote the development of creativity and excitement about learning for all gifted students.
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RM04202
2004
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Attention Deficit Disorders and Gifted Students: What Do We Really Know?
Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X.
This monograph summarizes current scientific knowledge about Attention Deficit/Hyperactivity Disorder (ADHD) in children and parents issues related to ADHD in gifted students. Causes, assessment, diagnosis, educational strategies, and medical interventions are discussed.
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Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X.
This monograph summarizes current scientific knowledge about Attention Deficit/Hyperactivity Disorder (ADHD) in children and parents issues related to ADHD in gifted students. Causes, assessment, diagnosis, educational strategies, and medical interventions are discussed.
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RM00146
2000
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Socio-Cultural Contexts for Talent Development: A Qualitative Study on High Ability, Hispanic, Bilingual Students
Kloosterman, V. I.
Home and school environments of high ability, Hispanic, bilingual students played essential roles in socio-emotional and cognitive development. Case studies of 12 elementary students revealed the importance of emotional support, family values, Hispanic legacy, safe school environment, flexible grouping, and English support as needed.
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Kloosterman, V. I.
Home and school environments of high ability, Hispanic, bilingual students played essential roles in socio-emotional and cognitive development. Case studies of 12 elementary students revealed the importance of emotional support, family values, Hispanic legacy, safe school environment, flexible grouping, and English support as needed.
Read Abstract and Conclusions
Read Report
RM99142
1999
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Identifying Academically Talented Minority Students
Lohman, D. F.
The cultural and socioeconomic diversity of the U.S. school population is now and long has been underrepresented in programs for academically advanced students. Although educators have offered several proposals for increasing the diversity of programs for the gifted and talented, none directly addresses the central problem in identifying academic talent. The problem is to find a way to identify and assist these children without compromising the ability of programs to serve children who already display high levels of academic and cognitive development. The goals of this monograph are (a) to explain why an aptitude approach to talent identification accomplishes these goals and (b) to illustrate how schools can implement this approach.
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Lohman, D. F.
The cultural and socioeconomic diversity of the U.S. school population is now and long has been underrepresented in programs for academically advanced students. Although educators have offered several proposals for increasing the diversity of programs for the gifted and talented, none directly addresses the central problem in identifying academic talent. The problem is to find a way to identify and assist these children without compromising the ability of programs to serve children who already display high levels of academic and cognitive development. The goals of this monograph are (a) to explain why an aptitude approach to talent identification accomplishes these goals and (b) to illustrate how schools can implement this approach.
Read Abstract
Read Report
RM05216
2005
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The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners
Maker, C. J.
The author has developed a unique performance-based assessment in which children are observed by teams of teachers, counselors, paraprofessionals, administrators, specialists in education of the gifted and bilingual education, and local community members. This assessment is a culmination of many years of research and development through the Discovering Intellectual Strengths and Capabilities (DISCOVER) Projects. In this study, the author describes her own thinking and research process as the framework evolved and was tested. Then, a descriptive account of the assessment, along with many ways the curriculum principles of DISCOVER can be implemented in general classrooms or classrooms for gifted students are presented. Practical applications of the assessment are presented with real examples of six case studies of schools, school districts, a state, and two other countries using the models.
Read Abstract and Conclusions
Read Report
Maker, C. J.
The author has developed a unique performance-based assessment in which children are observed by teams of teachers, counselors, paraprofessionals, administrators, specialists in education of the gifted and bilingual education, and local community members. This assessment is a culmination of many years of research and development through the Discovering Intellectual Strengths and Capabilities (DISCOVER) Projects. In this study, the author describes her own thinking and research process as the framework evolved and was tested. Then, a descriptive account of the assessment, along with many ways the curriculum principles of DISCOVER can be implemented in general classrooms or classrooms for gifted students are presented. Practical applications of the assessment are presented with real examples of six case studies of schools, school districts, a state, and two other countries using the models.
Read Abstract and Conclusions
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RM05206
2005
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School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations
Moon, T. R., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Tomlinson, C. A., Esperat, A. M., & Miller, E. M.
The purpose of this research was to conduct a reliability and validity study on Sternberg’s School Characteristics Inventory—a 116-item Likert scale questionnaire—using data from a larger study on the effectiveness of innovations addressing academic diversity. Results showed credence to the reliability and validity of the questionnaire and tentatively support the organizational modifiability construct theorized by Sternberg.
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Moon, T. R., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Tomlinson, C. A., Esperat, A. M., & Miller, E. M.
The purpose of this research was to conduct a reliability and validity study on Sternberg’s School Characteristics Inventory—a 116-item Likert scale questionnaire—using data from a larger study on the effectiveness of innovations addressing academic diversity. Results showed credence to the reliability and validity of the questionnaire and tentatively support the organizational modifiability construct theorized by Sternberg.
Read Abstract and Conclusions
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RM03182
2003
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Artistic Talent Development for Urban Youth: The Promise and the Challenge
Oreck, B., Baum, S., & McCartney, H.
Little information exists about identification and nurturance of artistic talent from diverse populations, especially those from economically disadvantaged circumstances. This study followed 23 children and young adults aged 10-26 as they progressed through three different stages of learning in music and dance.
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Oreck, B., Baum, S., & McCartney, H.
Little information exists about identification and nurturance of artistic talent from diverse populations, especially those from economically disadvantaged circumstances. This study followed 23 children and young adults aged 10-26 as they progressed through three different stages of learning in music and dance.
Read Abstract and Recommendations
Read Report
RM00144
2000
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State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation
Passow, A. H., & Rudnitski, R. A.
After analyses of elements found in 49 of 50 state policies regarding identification and nurturance of potential talent, suggestions are made for comprehensive programs and services for gifted and talented students.
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Passow, A. H., & Rudnitski, R. A.
After analyses of elements found in 49 of 50 state policies regarding identification and nurturance of potential talent, suggestions are made for comprehensive programs and services for gifted and talented students.
Read Abstract and Conclusions
Read Report
CRS93302
1993
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Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists
Robinson, N. M.
The components of a comprehensive assessment are described in this monograph. The psychologist needs to consider group versus individual testing, the recency of the standardization, and the possibility of out-of-level testing. Testing highly gifted, testing the very young, and encountering the rare coached student are discussed, as well as issues concerning assessment of children from underserved minorities and/or ethnically isolated families.
Read Abstract and Conclusions
Read Report
Robinson, N. M.
The components of a comprehensive assessment are described in this monograph. The psychologist needs to consider group versus individual testing, the recency of the standardization, and the possibility of out-of-level testing. Testing highly gifted, testing the very young, and encountering the rare coached student are discussed, as well as issues concerning assessment of children from underserved minorities and/or ethnically isolated families.
Read Abstract and Conclusions
Read Report
RM02166
2002
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The following resource is a brochure designed primarily for policy makers.
What Policy Makers Need to Know About Gifted Education
Purcell, J. H., & Siegle, D. (Eds.)
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Purcell, J. H., & Siegle, D. (Eds.)
Read Brochure
A9511
1995
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Description
Pub. No.
Year
Code
The Prism Metaphor: A New Paradigm for Reversing Underachievement
Baum, S. M., Renzulli, J. S., & Hébert, T. P.
The impact of creative productivity via Renzulli’s Type III enrichment on underachieving students is encouraging. Researchers and teachers trained in the Enrichment Triad Model implemented interventions that, for most students, led to positive gains in achievement levels.
Read Abstract and Conclusions
Read Report
Baum, S. M., Renzulli, J. S., & Hébert, T. P.
The impact of creative productivity via Renzulli’s Type III enrichment on underachieving students is encouraging. Researchers and teachers trained in the Enrichment Triad Model implemented interventions that, for most students, led to positive gains in achievement levels.
Read Abstract and Conclusions
Read Report
CRS95310
1995
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Underachieving Gifted Students: A Social Cognitive Model
Clemons, T. L.
This study examined the relationships among students’ self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students’ academic performance or achievement. Using previous research in motivation and gifted achievement a model was developed to represent the relationships among the student and parent variables and achievement.Students’ socioeconomic status was found to have the strongest relationship with academic achievement followed by achievement motivation, study and organizational skills, and parental involvement and responsiveness. Results suggest that achievement motivation does not serve as a mediator between parental involvement and style and achievement, or between socioeconomic status and achievement.
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Read Report
Clemons, T. L.
This study examined the relationships among students’ self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students’ academic performance or achievement. Using previous research in motivation and gifted achievement a model was developed to represent the relationships among the student and parent variables and achievement.Students’ socioeconomic status was found to have the strongest relationship with academic achievement followed by achievement motivation, study and organizational skills, and parental involvement and responsiveness. Results suggest that achievement motivation does not serve as a mediator between parental involvement and style and achievement, or between socioeconomic status and achievement.
Read Abstract
Read Report
RM08234
2008
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The Coincidence of Attention Deficit Hyperactivity Disorder and Creativity
Cramond, B. L.
Behavioral manifestations are strikingly similar between ADHD and creativity. Is any overlap significant? Parents and educators are invited to weigh the consequences of misdiagnosis in bright and creative children and their possible referral for psychological screening.
Read Abstract and Recommendations
Read Report
Cramond, B. L.
Behavioral manifestations are strikingly similar between ADHD and creativity. Is any overlap significant? Parents and educators are invited to weigh the consequences of misdiagnosis in bright and creative children and their possible referral for psychological screening.
Read Abstract and Recommendations
Read Report
RBDM9508
1995
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Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being
Ford, D. Y.
What can be done with a population of students who constitute a major concern for educators, counselors, and educational reformers? Academic, social and emotional, psychological, and other issues are discussed to bridge education and counseling.
Read Abstract and Guidelines
Read Report
Ford, D. Y.
What can be done with a population of students who constitute a major concern for educators, counselors, and educational reformers? Academic, social and emotional, psychological, and other issues are discussed to bridge education and counseling.
Read Abstract and Guidelines
Read Report
RBDM9506
1995
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The Recruitment and Retention of African American Students in Gifted Education Programs: Implications and Recommendations
Ford, D. Y.
Recent collective efforts of leaders in the field of gifted education have focused attention on gifted African American students, their identification, and their placement in gifted programs. Critical issues related to continued program involvement are addressed.
Read Abstract and Guidelines
Read Report
Ford, D. Y.
Recent collective efforts of leaders in the field of gifted education have focused attention on gifted African American students, their identification, and their placement in gifted programs. Critical issues related to continued program involvement are addressed.
Read Abstract and Guidelines
Read Report
RBDM9406
1994
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A Study of Achievement and Underachievement Among Gifted, Potentially Gifted, and Average African American Students
Ford, D. Y.
Are African Americans underrepresented in programs for gifted and talented students? This study researched this question, while examining student identification procedures, attitudes, and perceptions associated with discrimination and underachievement.
Read Abstract and Conclusions
Read Report
Ford, D. Y.
Are African Americans underrepresented in programs for gifted and talented students? This study researched this question, while examining student identification procedures, attitudes, and perceptions associated with discrimination and underachievement.
Read Abstract and Conclusions
Read Report
95128
1995
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Core Attributes of Giftedness: A Foundation for Recognizing the Gifted Potential of Minority and Economically Disadvantaged Students
Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S., García, J. H., Martin, D., Frank, E., & Finley, V. S.
What recognizable attributes characterize giftedness in children from minority or socially disadvantaged backgrounds? Literature reviews and qualitative content analysis provided the basis of viable procedures that facilitate teachers’ recognition of target populations.
Read Abstract and Guidelines
Read Report
Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S., García, J. H., Martin, D., Frank, E., & Finley, V. S.
What recognizable attributes characterize giftedness in children from minority or socially disadvantaged backgrounds? Literature reviews and qualitative content analysis provided the basis of viable procedures that facilitate teachers’ recognition of target populations.
Read Abstract and Guidelines
Read Report
RM95210
1995
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Educators’ Perceptions of Barriers to the Identification of Gifted Children From Economically Disadvantaged and Limited English Proficient Backgrounds
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., Frank, E., García, J. H., & Martin, D.
Survey results provide insights into perceptions held by educators with respect to identification of gifted minority and economically disadvantaged students. Implications of the study are discussed with an emphasis on appropriate staff development.
Read Abstract and Conclusions
Read Report
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., Frank, E., García, J. H., & Martin, D.
Survey results provide insights into perceptions held by educators with respect to identification of gifted minority and economically disadvantaged students. Implications of the study are discussed with an emphasis on appropriate staff development.
Read Abstract and Conclusions
Read Report
RM95216
1995
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Latino Achievement: Identifying Models That Foster Success
Gáandara, P.
This study describes the current educational status of Latino students in the United States and attempts to explain their relatively low educational performance. Some of the structural and socio-cultural barriers to academic achievement for Latino students include poverty, poor schooling, language differences, low educational levels of parents, and lack of social capital. Several theoretical models are presented to explain why some Latino students, in spite of all of these barriers, manage to defy the odds and succeed academically.
Read Abstract and Conclusions
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Gáandara, P.
This study describes the current educational status of Latino students in the United States and attempts to explain their relatively low educational performance. Some of the structural and socio-cultural barriers to academic achievement for Latino students include poverty, poor schooling, language differences, low educational levels of parents, and lack of social capital. Several theoretical models are presented to explain why some Latino students, in spite of all of these barriers, manage to defy the odds and succeed academically.
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RM04194
2004
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CU,
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Constructing a Secure Mathematics Pipeline for Minority Students
Hawkins, W. A.
Gender and racial stereotyping interfere with student achievement, as does the misconception that all mathematical and scientific geniuses were recognized as such from birth! Helpful suggestions are offered to pre-college and collegiate level mathematics teachers.
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Hawkins, W. A.
Gender and racial stereotyping interfere with student achievement, as does the misconception that all mathematical and scientific geniuses were recognized as such from birth! Helpful suggestions are offered to pre-college and collegiate level mathematics teachers.
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RBDM9504
1995
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SE
CO,
CU,
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SE
Self-Concept and the Gifted Child
Hoge, R. D., & Renzulli, J. S.
Conclusions are drawn from a review of research relating to the constructs of self-concept and giftedness. Implications for further research and the counseling of gifted students are discussed and recommendations are offered.
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Hoge, R. D., & Renzulli, J. S.
Conclusions are drawn from a review of research relating to the constructs of self-concept and giftedness. Implications for further research and the counseling of gifted students are discussed and recommendations are offered.
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RBDM9104
1991
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Performance of Economically Disadvantaged Students Placed in Gifted Programs Through the Research-Based Assessment Plan
Hunsaker, S. L., Frasier, M. M., Frank, E., Finley, V. S., & Klekotka, P.
Students identified via the Researched-Based Assessment Plan were placed in gifted programs. First-year performance and attitudes of students and parents towards gifted programs were also studied.
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Hunsaker, S. L., Frasier, M. M., Frank, E., Finley, V. S., & Klekotka, P.
Students identified via the Researched-Based Assessment Plan were placed in gifted programs. First-year performance and attitudes of students and parents towards gifted programs were also studied.
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RM95208
1995
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Promoting Sustained Growth in the Representation of African Americans, Latinos, and Native Americans Among Top Students in the United States at All Levels of the Education System
Miller, L. S.
Compared to White and Asian Americans; African Americans, Latinos, and Native Americans are severely underrepresented among top students in the U.S. at all levels of the educational system. If there is to be substantial progress in this area, it will be necessary to give considerable priority to the design, testing, and rigorous evaluation of strategies that are explicitly concerned with increasing the number of top students from these groups.
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Miller, L. S.
Compared to White and Asian Americans; African Americans, Latinos, and Native Americans are severely underrepresented among top students in the U.S. at all levels of the educational system. If there is to be substantial progress in this area, it will be necessary to give considerable priority to the design, testing, and rigorous evaluation of strategies that are explicitly concerned with increasing the number of top students from these groups.
Read Abstract and Conclusions
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RM04190
2004
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Square Pegs in Round Holes—These Kids Don’t Fit: High Ability Students With Behavioral Problems
Reid, B. D., & McGuire, M. D.
Is an IQ of 140 the only criterion for giftedness? Are all gifted students superior in almost every way to other students? Students with disabilities or behavioral problems, though often overlooked, may be gifted.
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Reid, B. D., & McGuire, M. D.
Is an IQ of 140 the only criterion for giftedness? Are all gifted students superior in almost every way to other students? Students with disabilities or behavioral problems, though often overlooked, may be gifted.
Read Abstract and Recommendations
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RBDM9512
1995
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Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School
Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. R.
Why do some academically talented students fail in school when others succeed? Using qualitative research methods achieving and underachieving students with similar high abilities were compared. Perceptions about the learning community provide guidance.
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Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. R.
Why do some academically talented students fail in school when others succeed? Using qualitative research methods achieving and underachieving students with similar high abilities were compared. Perceptions about the learning community provide guidance.
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95120
1995
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Talents in Two Places: Case Studies of High Ability Students With Learning Disabilities Who Have Achieved
Reis, S. M., Neu, T. W., & McGuire, J. M.
High ability students with learning disabilities present perplexing problems that need to be addressed through support services and programs. Success is possible as this qualitative study of 12 young college-age students indicates.
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Reis, S. M., Neu, T. W., & McGuire, J. M.
High ability students with learning disabilities present perplexing problems that need to be addressed through support services and programs. Success is possible as this qualitative study of 12 young college-age students indicates.
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95114
1995
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A Study of Musical Talents and Persons With Williams Syndrome
Reis, S. M., Schader, R., Milne, H. J., Bloomer, R., Shute, L., Williams, G., Tieso, C., Stephens, R., & Don, A.
This monograph describes the Music & Minds program. The purpose of the research was to investigate the implications and impact of a strengths- and interests-based program on a special needs group of young adults with Williams syndrome. This exploratory study employed multiple methodologies. Comparative case study and descriptive analysis were used to examine the experiences of the participants, and a mixed methods approach provided input into the effectiveness of using music (a self-reported area of interest) to achieve gains in a demonstrated deficit area (fractions). Findings from the 10-day residential program showed that when academic learning was incorporated into an enriched music-infused curriculum, achievement increased and enthusiasm for learning was enhanced.
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Reis, S. M., Schader, R., Milne, H. J., Bloomer, R., Shute, L., Williams, G., Tieso, C., Stephens, R., & Don, A.
This monograph describes the Music & Minds program. The purpose of the research was to investigate the implications and impact of a strengths- and interests-based program on a special needs group of young adults with Williams syndrome. This exploratory study employed multiple methodologies. Comparative case study and descriptive analysis were used to examine the experiences of the participants, and a mixed methods approach provided input into the effectiveness of using music (a self-reported area of interest) to achieve gains in a demonstrated deficit area (fractions). Findings from the 10-day residential program showed that when academic learning was incorporated into an enriched music-infused curriculum, achievement increased and enthusiasm for learning was enhanced.
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RM02173
2002
CU,
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SE
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Recognizing Talent: Cross-Case Study of Two High Potential Students With Cerebral Palsy
Willard-Holt, C.
Consider a gifted student with cerebral palsy unable to communicate with speech. Two such students were studied to determine how they indicated their intellectual abilities. The best instructional strategies to facilitate their abilities are documented.
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Willard-Holt, C.
Consider a gifted student with cerebral palsy unable to communicate with speech. Two such students were studied to determine how they indicated their intellectual abilities. The best instructional strategies to facilitate their abilities are documented.
Read Abstract and Recommendations
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CRS94308
1994
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The following resources are brochures designed primarily for educators. Some brochures are available in Spanish.
What Educators Need to Know About Underachievement and Gifted Students
Berube, B. N. (Ed.)
Read Brochure
Berube, B. N. (Ed.)
Read Brochure
A9712
1997
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Lo que los Educadores Necesitan Saber sobre el Bajo Rendimiento y los Alumnos Dotados
Berube, B. N. (Ed.)
Read Brochure
Berube, B. N. (Ed.)
Read Brochure
B9909
1999
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SE
Abelman, R. [9206]
Adams, C. M. [95130]
Alexander, M. [03184]
Alvino, J. [95218]
Angelleli, C. [A9816 | A9817 | B9910 | B9911 | 02156]
Archambault, F. X., Jr. [93102 | 93104 | 95116 | 95122]
Armour-Thomas, E. [06224]
Baum, S. [95310 | 00144]
Berube, B. N. [A9712 | B9909 | 95220]
Birney, D. P. [07226]
Bland, L. C. [95130 | 95132]
Bloomer, R. [02173]
Bonner, F. A. II [01148]
Borland, J. H. [04186]
Brandwein, P. F. [9510]
Bridglall, B. L. [05212]
Briggs, C. [03184 | 05214]
Brighton, C. M. [02160 | 03182 | 05210 | 07228 | 07232 | 08236]
Brookes, H. [A9816 | A9817 | B9910 | B9911]
Brown, S. W. [93102]
Bruce-Davis, M. N. [13242 | eBook]
Burns, D. E. [02172 | PDM0209 | 06218]
Caillard, F. [93106]
Callahan, C. M. [95124 | 95130 | 95132 | 95134 | 95136 | 02160 | 02164 | 03176 | 03182 | 04188 | 05210 | 06222 | 08236 | 09238 | eBook]
Castellanos, F. X. [00146]
Clark, G. A. [9202 | 9402]
Clemons, T. L. [08234]
Clinkenbeard, P. R. [A9509]
Coates, D. L. [03174]
Cognard, A. M. [96226]
Colangelo, N. [02150]
Connolly, K. [08236]
Cornell, D. G. [94108]
Coyne, M. [05214]
Cramond, B. L. [9508 | 95206 | 95210 | 02152]
Cunningham, C. M. [04188]
de Wet, C. F. [IBCD05 | 08236]
Delcourt, M. A. B. [A9508 | A9509 | A9818 | A9819 | A9820 | B0212 | B0213 | B0214 | 94108 | 94110]
Desisto, S. [IBCD09]
Díaz, E. I. [A9713 | B9908 | 95120]
Dinnocenti, S. T. [02172 | PDM0209]
Don, A. [02173]
Eckert, R. D. [03184 | 05214 | 10240]
Eiss, N. [95134]
Emerick, L. J. [02172]
Emmons, C. L. [93102]
Enright, K. [02156]
Esperat, A. M. [03182]
Evans, K. [94110]
Feldhusen, J. F. [93304]
Ferrari, M. [04198]
Fetterman, D. M. [9304]
Finley, V. S. [95208 | 95210 | 95216 | 95222 | 95224]
Fogarty, E. A. [10240]
Ford, D. Y. [9406 | 9506 | 95128 | 99212 | 04204]
Foreman, J. L. [IBCD09 | 13242 | eBook]
Foust, R. C. [09238]
Frank, E. [95208 | 95210 | 95216 | 95222 | 95224]
Frasier, M. M. [94112 | 95204 | 95206 | 95208 | 95210 | 95216 | 95222 | 95224]
Fredine, N. [07226]
Gallagher, J. J. [02162]
Gándara, P. [04194]
García, J. H. [95204 | 95210 | 95216 | 95222 | 95224]
Gavin, M. K. [A0021 | A0022 | 97232]
Gentry, M. L. [95118 | 99138]
Gilson, C. M. [13242 | eBook]
Goldberg, M. D. [94108]
Gordon, E. W. [05212 | 06224]
Gould, H. [06220]
Grigorenko, E. L. [04196 | 04198 | 04200 | 07226 | 07230 | 08236]
Gubbins, E. J. [ndsaa | 95212 | 95220 | 97232 | PDM0209 | 02172 | 03184 | IBCD05 | 05214 | 06218 | 08236 | IBCD09 | 13242 | eBook]
Guenther, A. [A9814 | A9815 | B9907]
Hall, J. M. [07228]
Hallmark, B. W. [93102 | 95116]
Hart, L. [07230]
Hawkins, W. A. [9504]
Hébert, T. P. [93106 | 95120 | 95310 | 02152]
Heilbronner, N. N. [IBCD09]
Hennessey, B. A. [04202]
Hertberg-Davis, H. [03182 | 05210 | 06222 | 08236 | 09238]
Hine, C. Y. [94202 | 95402]
Hockett, J. A. [07232]
Hoge, R. D. [9104]
Housand, A. M. [10240]
Housand, B. C. [08236 | 10240]
Hunsaker, S. L. [95130 | 95132 | 95134 | 95206 | 95208 | 95210 | 95216 | 95224]
Imbeau, M. [95134]
Jackson, N. E. [9302]
Jacobs, J. [03184 | 05214]
Jarvin, L. [04196 | 07226 | 07230 | 08236]
Jarvis, J. M. [06220 | 07228 | 07232]
Jarwan, F. A. [93304]
Jeltova, I. [07226]
Jensen Sheffield, L. [9404]
Kalbfleisch, M. L. [00146]
Kaufmann, F. [00146]
Kenny, D. A. [95116]
Kettle, K. [A9510]
King, L. L. [95206 | 95222]
Klekotka, P. [95208]
Kloosterman, V. I. [A9713 | B9908 | 97232 | 99142]
Krisel, S. [95206 | 95210 | 95222]
Kulik, J. A. [9204]
Kulikowich, J. [93106]
Kwiatkowski, J. [07230]
Kyburg, R. M. [06222]
Adams, C. M. [95130]
Alexander, M. [03184]
Alvino, J. [95218]
Angelleli, C. [A9816 | A9817 | B9910 | B9911 | 02156]
Archambault, F. X., Jr. [93102 | 93104 | 95116 | 95122]
Armour-Thomas, E. [06224]
Baum, S. [95310 | 00144]
Berube, B. N. [A9712 | B9909 | 95220]
Birney, D. P. [07226]
Bland, L. C. [95130 | 95132]
Bloomer, R. [02173]
Bonner, F. A. II [01148]
Borland, J. H. [04186]
Brandwein, P. F. [9510]
Bridglall, B. L. [05212]
Briggs, C. [03184 | 05214]
Brighton, C. M. [02160 | 03182 | 05210 | 07228 | 07232 | 08236]
Brookes, H. [A9816 | A9817 | B9910 | B9911]
Brown, S. W. [93102]
Bruce-Davis, M. N. [13242 | eBook]
Burns, D. E. [02172 | PDM0209 | 06218]
Caillard, F. [93106]
Callahan, C. M. [95124 | 95130 | 95132 | 95134 | 95136 | 02160 | 02164 | 03176 | 03182 | 04188 | 05210 | 06222 | 08236 | 09238 | eBook]
Castellanos, F. X. [00146]
Clark, G. A. [9202 | 9402]
Clemons, T. L. [08234]
Clinkenbeard, P. R. [A9509]
Coates, D. L. [03174]
Cognard, A. M. [96226]
Colangelo, N. [02150]
Connolly, K. [08236]
Cornell, D. G. [94108]
Coyne, M. [05214]
Cramond, B. L. [9508 | 95206 | 95210 | 02152]
Cunningham, C. M. [04188]
de Wet, C. F. [IBCD05 | 08236]
Delcourt, M. A. B. [A9508 | A9509 | A9818 | A9819 | A9820 | B0212 | B0213 | B0214 | 94108 | 94110]
Desisto, S. [IBCD09]
Díaz, E. I. [A9713 | B9908 | 95120]
Dinnocenti, S. T. [02172 | PDM0209]
Don, A. [02173]
Eckert, R. D. [03184 | 05214 | 10240]
Eiss, N. [95134]
Emerick, L. J. [02172]
Emmons, C. L. [93102]
Enright, K. [02156]
Esperat, A. M. [03182]
Evans, K. [94110]
Feldhusen, J. F. [93304]
Ferrari, M. [04198]
Fetterman, D. M. [9304]
Finley, V. S. [95208 | 95210 | 95216 | 95222 | 95224]
Fogarty, E. A. [10240]
Ford, D. Y. [9406 | 9506 | 95128 | 99212 | 04204]
Foreman, J. L. [IBCD09 | 13242 | eBook]
Foust, R. C. [09238]
Frank, E. [95208 | 95210 | 95216 | 95222 | 95224]
Frasier, M. M. [94112 | 95204 | 95206 | 95208 | 95210 | 95216 | 95222 | 95224]
Fredine, N. [07226]
Gallagher, J. J. [02162]
Gándara, P. [04194]
García, J. H. [95204 | 95210 | 95216 | 95222 | 95224]
Gavin, M. K. [A0021 | A0022 | 97232]
Gentry, M. L. [95118 | 99138]
Gilson, C. M. [13242 | eBook]
Goldberg, M. D. [94108]
Gordon, E. W. [05212 | 06224]
Gould, H. [06220]
Grigorenko, E. L. [04196 | 04198 | 04200 | 07226 | 07230 | 08236]
Gubbins, E. J. [ndsaa | 95212 | 95220 | 97232 | PDM0209 | 02172 | 03184 | IBCD05 | 05214 | 06218 | 08236 | IBCD09 | 13242 | eBook]
Guenther, A. [A9814 | A9815 | B9907]
Hall, J. M. [07228]
Hallmark, B. W. [93102 | 95116]
Hart, L. [07230]
Hawkins, W. A. [9504]
Hébert, T. P. [93106 | 95120 | 95310 | 02152]
Heilbronner, N. N. [IBCD09]
Hennessey, B. A. [04202]
Hertberg-Davis, H. [03182 | 05210 | 06222 | 08236 | 09238]
Hine, C. Y. [94202 | 95402]
Hockett, J. A. [07232]
Hoge, R. D. [9104]
Housand, A. M. [10240]
Housand, B. C. [08236 | 10240]
Hunsaker, S. L. [95130 | 95132 | 95134 | 95206 | 95208 | 95210 | 95216 | 95224]
Imbeau, M. [95134]
Jackson, N. E. [9302]
Jacobs, J. [03184 | 05214]
Jarvin, L. [04196 | 07226 | 07230 | 08236]
Jarvis, J. M. [06220 | 07228 | 07232]
Jarwan, F. A. [93304]
Jeltova, I. [07226]
Jensen Sheffield, L. [9404]
Kalbfleisch, M. L. [00146]
Kaufmann, F. [00146]
Kenny, D. A. [95116]
Kettle, K. [A9510]
King, L. L. [95206 | 95222]
Klekotka, P. [95208]
Kloosterman, V. I. [A9713 | B9908 | 97232 | 99142]
Krisel, S. [95206 | 95210 | 95222]
Kulik, J. A. [9204]
Kulikowich, J. [93106]
Kwiatkowski, J. [07230]
Kyburg, R. M. [06222]
Landrum, M. [95134]
Lee, J. [95210 | 95216 | 95224]
Leppien, J. [06218]
Lipka, J. [04200]
Little, C. A. [10240]
Lockwood, A. T. [1]
Logan, K. S. [97232]
Lohman, D. F. [05216]
Lucas, S. R. [04192]
Lyod, B. H. [94108]
Maker, C. J. [05206]
Martin, D. [95210 | 95216 | 95222 | 95224]
Maxfield, L. R. [95120 | 02172]
May, K. M. [04188]
McCartney, H. [00144]
McCoach, D. B. [13242]
McGuire, J. M. [95114]
McGuire, M. D. [9512]
McNeil, N. [08236]
Meier, E. [04200]
Millar, E. M. [02164 | 03182]
Millar, G. [02152]
Millar, L. S. [04190]
Milne, H. J. [02173]
Mitchell, S. [95210]
Mohatt, G. [04200]
Moon, T. A. [95124 | 95132 | 95134 | 95136 | 02160 | 02164 | 03182 | 05210 | 07228 | 07232 | 08236]
Moore, S. D. [95130]
Mukhopadhyay, S. [96228 | 96230]
Muller, L. M. [02172 | 05214 | 06218 | 10240]
Neu, T. W. [95114]
Newman, T. [04200 | 07230]
Oliver, M. [08236]
Olszewski-Kubilius, P. [93201]
Omdal, S. [06218]
Oreck, B. [00144]
Park, S. [95118 | 02168 | 02172]
Park, S.-J. [03174]
Passow, A. H. [93302 | 94112 | 95204]
Perkins, T. [03174]
Plucker, J. A. [A9507 | 93106 | 95136 | 04188]
Purcell, J. H. [A9511 | 93106 | 94306]
Rambo, K. [13242]
Ratley, M. R. [95120]
Reid, B. D. [ndsaa | 9512]
Reis, S. M. [93106 | 95114 | 95118 | 95120 | PDM0209 | 02172 | 02173 | 03184 | 05214 | 10240]
Renzulli, J. S. [A0023 | ndsaa | 9104 | 9502 | 95220 | 95310 | 00214 | 02168 | 03184 | 05208]
Reyes Cruz, M. [03174]
Richards, S. [A0023 | 03184]
Rizza, M. G. [97232]
Robinson, A. [9106]
Robinson, N. M. [9308 | 96228 | 96230 | 02166]
Rogers, J. B. [93106]
Rogers, K. B. [9102]
Roller, C. M. [9302]
Rubenstein, L. D. [13242]
Rudnitski, R. A. [93302]
Runco, M. A. [9306]
Savino, J. [IBCD09 | 13242]
Schader, R. [02173 | 08236]
Schreiber, F. J. [03184 | 05214]
Schroth, S. [06220]
Schuler, P. A. [97232 | 99140]
Selby, E. C. [02170]
Shepardson, C. [02170]
Shute, L. [02173]
Siegle, D. [A9201 | A9302 | A9403 | A9404 | A9405 | A9406 | A9511 | B9201 | B9302 | B9403 | B9404 | B9405 | B9406]
Silvian, A. F. [02152]
Smist, J. M. [93106]
Sowa, C. J. [04188]
Speirs Neumeister, K. L. [02152]
St. Jean, D. [95220]
Stepanossova, O. [07230]
Stephens, R. [02173]
Sternberg, R. J. [95126 | 04198 | 04200 | 04196 | 07226 | 07230 | 08236]
Suroviak, C. E. [97232]
Sweeny, S. M. [10240]
Taylor, L. A. [95214]
Taylor, W. [04188]
Tieso, C. T. [02172 | 02154 | 02173 | PDM0209]
Tofel-Grehl, C. [eBook]
Tomchin, E. M. [95134 | 95136 | 04188]
Tomlinson, C. A. [95124 | 95132 | 95134 | 95136 | 02160 | 02164 | 03182 | 05210 | 06220]
Torff, B. [04196]
Treffinger, D. J. [02170]
Valdés, G. [02156 | 02158]
VanTassel-Baska, J. [03180]
Vietze, P. [03174]
Villanueva, M. [eBook]
Waterman, C. [13242]
Watts-Warren, B. [95206]
Waxman, B. [96228 | 96230]
Westberg, K. L. [93102 | 93104 | 93106 | 95122 | 02172 | PDM0209]
Whitton, D. [A9406 | B9406]
Wildfeuer, S. [04200]
Willard-Holt, C. [94308]
Williams, G. [02173]
Wright, A. L. [93201]
Yanez, E. [04200]
Young, G. C. [02170]
Zhang, W. [93102]
Zimmerman, E. [9202 | 9402]
Zirkel, P. A. [05178R]
Lee, J. [95210 | 95216 | 95224]
Leppien, J. [06218]
Lipka, J. [04200]
Little, C. A. [10240]
Lockwood, A. T. [1]
Logan, K. S. [97232]
Lohman, D. F. [05216]
Lucas, S. R. [04192]
Lyod, B. H. [94108]
Maker, C. J. [05206]
Martin, D. [95210 | 95216 | 95222 | 95224]
Maxfield, L. R. [95120 | 02172]
May, K. M. [04188]
McCartney, H. [00144]
McCoach, D. B. [13242]
McGuire, J. M. [95114]
McGuire, M. D. [9512]
McNeil, N. [08236]
Meier, E. [04200]
Millar, E. M. [02164 | 03182]
Millar, G. [02152]
Millar, L. S. [04190]
Milne, H. J. [02173]
Mitchell, S. [95210]
Mohatt, G. [04200]
Moon, T. A. [95124 | 95132 | 95134 | 95136 | 02160 | 02164 | 03182 | 05210 | 07228 | 07232 | 08236]
Moore, S. D. [95130]
Mukhopadhyay, S. [96228 | 96230]
Muller, L. M. [02172 | 05214 | 06218 | 10240]
Neu, T. W. [95114]
Newman, T. [04200 | 07230]
Oliver, M. [08236]
Olszewski-Kubilius, P. [93201]
Omdal, S. [06218]
Oreck, B. [00144]
Park, S. [95118 | 02168 | 02172]
Park, S.-J. [03174]
Passow, A. H. [93302 | 94112 | 95204]
Perkins, T. [03174]
Plucker, J. A. [A9507 | 93106 | 95136 | 04188]
Purcell, J. H. [A9511 | 93106 | 94306]
Rambo, K. [13242]
Ratley, M. R. [95120]
Reid, B. D. [ndsaa | 9512]
Reis, S. M. [93106 | 95114 | 95118 | 95120 | PDM0209 | 02172 | 02173 | 03184 | 05214 | 10240]
Renzulli, J. S. [A0023 | ndsaa | 9104 | 9502 | 95220 | 95310 | 00214 | 02168 | 03184 | 05208]
Reyes Cruz, M. [03174]
Richards, S. [A0023 | 03184]
Rizza, M. G. [97232]
Robinson, A. [9106]
Robinson, N. M. [9308 | 96228 | 96230 | 02166]
Rogers, J. B. [93106]
Rogers, K. B. [9102]
Roller, C. M. [9302]
Rubenstein, L. D. [13242]
Rudnitski, R. A. [93302]
Runco, M. A. [9306]
Savino, J. [IBCD09 | 13242]
Schader, R. [02173 | 08236]
Schreiber, F. J. [03184 | 05214]
Schroth, S. [06220]
Schuler, P. A. [97232 | 99140]
Selby, E. C. [02170]
Shepardson, C. [02170]
Shute, L. [02173]
Siegle, D. [A9201 | A9302 | A9403 | A9404 | A9405 | A9406 | A9511 | B9201 | B9302 | B9403 | B9404 | B9405 | B9406]
Silvian, A. F. [02152]
Smist, J. M. [93106]
Sowa, C. J. [04188]
Speirs Neumeister, K. L. [02152]
St. Jean, D. [95220]
Stepanossova, O. [07230]
Stephens, R. [02173]
Sternberg, R. J. [95126 | 04198 | 04200 | 04196 | 07226 | 07230 | 08236]
Suroviak, C. E. [97232]
Sweeny, S. M. [10240]
Taylor, L. A. [95214]
Taylor, W. [04188]
Tieso, C. T. [02172 | 02154 | 02173 | PDM0209]
Tofel-Grehl, C. [eBook]
Tomchin, E. M. [95134 | 95136 | 04188]
Tomlinson, C. A. [95124 | 95132 | 95134 | 95136 | 02160 | 02164 | 03182 | 05210 | 06220]
Torff, B. [04196]
Treffinger, D. J. [02170]
Valdés, G. [02156 | 02158]
VanTassel-Baska, J. [03180]
Vietze, P. [03174]
Villanueva, M. [eBook]
Waterman, C. [13242]
Watts-Warren, B. [95206]
Waxman, B. [96228 | 96230]
Westberg, K. L. [93102 | 93104 | 93106 | 95122 | 02172 | PDM0209]
Whitton, D. [A9406 | B9406]
Wildfeuer, S. [04200]
Willard-Holt, C. [94308]
Williams, G. [02173]
Wright, A. L. [93201]
Yanez, E. [04200]
Young, G. C. [02170]
Zhang, W. [93102]
Zimmerman, E. [9202 | 9402]
Zirkel, P. A. [05178R]
Artistic Talent
Artistic Talent Development for Urban Youth: The Promise and the Challenge [<<<<<]
Bilingual Education
Socio-Cultural Contexts for Talent Development: A Qualitative Study on High Ability, Hispanic, Bilingual Students [<<<<<]
Understanding the Special Giftedness of Young Interpreters [<<<<<]
What Educators Need to Know About Bilingual Children: Interpreting and Translating [<<<<<]
What Educators Need to Know About Bilingual Students and Talent Development [<<<<<]
What Parents and Communities Need to Know About Bilingual Children: Interpreting and Translating [<<<<<]
Lo que Deben Saber los Educadores Acerca de los Niños y Jóvenes Bilingües: Interpretan y Traducen [<<<<<]
Lo que Deben Saber los Padres y la Comunidad Acerca de los Niños y Jóvenes Bilingües: Interpretan y Traducen [<<<<<]
Lo que los Educadores Necesitan Saber sobre los Alumnos Bilingües y el Desarrollo del Talento [<<<<<]
Career
Factors Affecting the Career Decision Making of Minority Teachers in Gifted Education [<<<<<]
Helping Gifted Children and Their Families Prepare for College: A Handbook Designed to Assist Economically Disadvantaged and First-Generation College Attendees [<<<<<]
Cooperative Learning
Cooperative Learning and the Academically Talented Student [<<<<<]
The Effects of Group Composition on Gifted and Non-Gifted Elementary Students in Cooperative Learning Groups [<<<<<]
What Educators Need to Know About Gifted Students and Cooperative Learning [<<<<<]
Lo que los Educadores Necesitan Saber sobre los Alumnos Dotados y el Aprendizaje Cooperativo [<<<<<]
Creativity
Assessing Creativity: A Guide for Educators[<<<<<]
The Coincidence of Attention Deficit Hyperactivity Disorder and Creativity [<<<<<]
Creativity as an Educational Objective for Disadvantaged Students [<<<<<]
E. Paul Torrance: His Life, Accomplishments, and Legacy [<<<<<]
What Educators and Parents Need to Know About Fostering Creativity [<<<<<]
Curriculum
Case Studies of Successful Schoolwide Enrichment Model-Reading (SEM-R) Classroom Implementations [<<<<<]
Constructing a Secure Mathematics Pipeline for Minority Students [<<<<<]
Content-based Curriculum for Low Income and Minority Gifted Learners [<<<<<]
The Development of Gifted and Talented Mathematics Students and the National Council of Teachers of Mathematics Standards [<<<<<]
The Feasibility of High-end Learning in a Diverse Middle School [<<<<<]
Implementing a Professional Development Model Using Gifted Education Strategies With All Students [<<<<<]
Middle School Classrooms: Teachers’ Reported Practices and Student Perceptions [<<<<<]
Parents Nurturing Math-Talented Young Children [<<<<<]
Primary Grade Teachers’ Conceptions of Giftedness and Talent: A Case-based Investigation [<<<<<]
Reading Instruction for Talented Readers: Few Opportunities for Continuous Progress [<<<<<]
Reading With Young Children [<<<<<]
The Schoolwide Enrichment Model Reading Study [<<<<<]
Science Talent in the Young Expressed Within Ecologies of Achievement [<<<<<]
Teachers Nurturing Math-Talented Young Children [<<<<<]
Teachers’ Guide for the Explicit Teaching of Thinking Skills [<<<<<]
Unclogging the Mathematics Pipeline Through Access to Algebraic Understanding [<<<<<]
What Educators Need to Know About Curriculum Compacting [<<<<<]
What Educators Need to Know About Encouraging Talented Girls in Mathematics [<<<<<]
What Parents Need to Know About Early Readers [<<<<<]
What Parents Need to Know About Encouraging Talented Girls in Mathematics [<<<<<]
What Works in Gifted Education Mathematics Study: Impact of Pre-Differentiated and Enriched Curricula on General Education Teachers and Their Students [<<<<<]
Why Not Let High Ability Students Start School in January? The Curriculum Compacting Study [<<<<<]
Lo que los Educadores Necesitan Saber sobre la Compactación del Curriculum [<<<<<]
Lo que los Padres Necesitan Saber sobre los Lectores Precoces [<<<<<]
Evaluation/Assessment
A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students [<<<<<]
Academic and Practical Intelligence [<<<<<]
Development of Differentiated Performance Assessment Tasks for Middle School Classrooms [<<<<<]
The DISCOVER Project: Improving Assessment and Curriculum for Diverse Gifted Learners [<<<<<]
Dynamic Instruction for and Assessment of Developing Expertise in Four Ethnic Groups [<<<<<]
Evaluate Yourself [<<<<<]
Evaluation of the Effects of Programming Arrangements on Student Learning Outcomes [<<<<<]
Giftedness and Expertise [<<<<<]
Instruments and Evaluation Designs Used in Gifted Programs [<<<<<]
Intelligence Testing and Cultural Diversity: Concerns, Cautions, and Considerations [<<<<<]
Modern Theories of Intelligence Applied to Assessment Abilities, Instructional Design, and Knowledge-based Assessment [<<<<<]
School Characteristics Inventory: Investigation of a Quantitative Instrument for Measuring the Modifiability of School Contexts for Implementation of Educational Innovations [<<<<<]
State Standardized Testing Programs: Their Effects on Teachers and Students [<<<<<]
Transitions in the Development of Giftedness [<<<<<]
What Educators and Parents Need to Know About Student Portfolios [<<<<<]
Identification
A New Window for Looking at Gifted Children [<<<<<]
A Study of Musical Talents and Persons With Williams Syndrome [<<<<<]
A Triarchic Approach to Giftedness [<<<<<]
An Exploratory Study of the Effectiveness of the Staff Development Model and the Research-Based Assessment Plan in Improving the Identification of Gifted Economically Disadvantaged Students [<<<<<]
Assessing and Advocating for Gifted Students: Perspectives for School and Clinical Psychologists [<<<<<]
Core Attributes of Giftedness: A Foundation for Recognizing the Gifted Potential of Minority and Economically Disadvantaged Students [<<<<<]
Developing Creativity in Gifted Children: The Central Importance of Motivation and Classroom Climate [<<<<<]
Educators’ Perceptions of Barriers to the Identification of Gifted Children From Economically Disadvantaged and Limited English Proficient Backgrounds [<<<<<]
Equity, Excellence, and Economy in a System for Identifying Students in Gifted Education Programs: A Guidebook [<<<<<]
Identifying Academically Talented Minority Students [<<<<<]
Instruments Used in the Identification of Gifted and Talented Students [<<<<<]
Issues and Practices in the Identification and Education of Gifted Students From Under-represented Groups [<<<<<]
Issues and Practices Related to Identification of Gifted and Talented Students in the Visual Arts [<<<<<]
NRC/GT Instrument Bank [<<<<<]
NRC/GT Instrument Bank II [<<<<<]
Project START: Using a Multiple Intelligences Model in Identifying and Promoting Talent in High-Risk Students [<<<<<]
Toward a New Paradigm for Identifying Talent Potential [<<<<<]
Parenting
Considerations and Strategies for Parenting the Gifted Child [<<<<<]
Family Influences on the Achievement of Economically Disadvantaged Students: Implications for Gifted Identification and Programming [<<<<<]
Helping Your Child Find Success at School: A Guide for Hispanic Parents [<<<<<]
Parenting the Very Young, Gifted Child [<<<<<]
Some Children Under Some Conditions: TV and the High Potential Kid [<<<<<]
What Parents of Gifted Students Need to Know About Television Viewing [<<<<<]
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Young Gifted Children [<<<<<]
Cómo Ayudar a su Hijo a Tener Exito en la Escuela: Guía para Padres Hispanos [<<<<<]
Lo que los Padres de Alumnos Dotados Necesitan Saber sobre ver Televisión [<<<<<]
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados Jóvenes [<<<<<]
Pedagogy/Policy
A Compendium of Research-Based Information on the Education of Gifted and Talented Students [<<<<<]
Applying Gifted Education Pedagogy in the General Education Classroom: Professional Development Module [<<<<<]
Building a Bridge Between Gifted Education and Total School Improvement [<<<<<]
The Effects of Dynamic Pedagogy on the Mathematics Achievement of Ethnic Minority Students [<<<<<]
Evaluation, Placement, and Progression: Three Sites of Concern for Student Achievement [<<<<<]
Extending the Pedagogy of Gifted Education to All Students [<<<<<]
The Law on Gifted Education [<<<<<]
Promoting Sustained Growth in the Representation of African Americans, Latinos, and Native Americans Among Top Students in the United States at All Levels of the Education System [<<<<<]
Setting an Agenda: Research Priorities for the Gifted and Talented Through the Year 2000 [<<<<<]
Society’s Role in Educating Gifted Students: The Role of Public Policy [<<<<<]
State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation [<<<<<]
The Status of Programs for High Ability Students [<<<<<]
What Policy Makers Need to Know About Gifted Education [<<<<<]
Construyendo un Puente entre la Educación del Dotado y el Mejoramiento Escolar Integral (Resumen) [<<<<<]
Program Options
Academic Diversity in the Middle School: Results of a National Survey of Middle School Administrators and Teachers [<<<<<]
Addressing the Needs of Gifted Middle School Students [<<<<<]
Advanced Placement and International Baccalaureate Programs for Talented Students in American High Schools: A Focus on Science and Mathematics [<<<<<]
Advanced Placement and International Baccalaureate Programs: A “Fit” for Gifted Learners? [<<<<<]
An Observational Study of Instructional and Curricular Practices Used With Gifted and Talented Students in Regular Classrooms [<<<<<]
Developing the Gifts and Talents of All America’s Students: NRC/GT—1990-1995 [<<<<<]
The Effects of Grouping and Curricular Practices on Intermediate Students’ Math Achievement [<<<<<]
Gifted African American Male College Students: A Phenomenological Study [<<<<<]
Profiles of Successful Practices for High Ability Students in Elementary Classrooms [<<<<<]
Programming Opportunities for Students Gifted and Talented in the Visual Arts [<<<<<]
Promoting Student Achievement and Exemplary Classroom Practices Through Cluster Grouping: A Research-Based Alternative to Heterogenous Elementary Classrooms [<<<<<]
Research Related to the Enrichment Triad Model [<<<<<]
Residential Schools of Mathematics and Science for Academically Talented Youth: An Analysis of Admission Programs [<<<<<]
Students’ Perceptions of the Social/Emotional Implications of Participation in Advanced Placement and International Baccalaureate Programs [<<<<<]
Undiscovered Edisons: Fostering the Talents of Vocational-Technical Students [<<<<<]
What Educators and Parents Need to Know About Elementary School Programs in Gifted Education [<<<<<]
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Adolescents [<<<<<]
What Parents Need to Know About Recognizing and Encouraging Interests, Strengths, and Talents of Gifted Elementary School Children [<<<<<]
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Adolescentes [<<<<<]
Lo que los Padres Necesitan Saber Sobre Reconocer y Animar los Intereses, las Capacidades, y los Talentos de los Niños Dotados de la Escuela Primaria [<<<<<]
Service Delivery
An Analysis of the Research on Ability Grouping: Historical and Contemporary Perspectives [<<<<<]
The Case for Weighting Grades and Waiving Classes for Gifted and Talented High School Students [<<<<<]
Multiple Case Studies of Teachers and Classrooms Successful in Supporting Academic Success of High Potential Low Economic Students of Color [<<<<<]
Qualitative Extension of the Learning Outcomes Study [<<<<<]
Performance of Economically Disadvantaged Students Placed in Gifted Programs Through the Research-Based Assessment Plan [<<<<<]
Preservice Teacher Preparation in Meeting the Needs of Gifted and Other Academically Diverse Students [<<<<<]
Regular Classroom Practices With Gifted Students: Results of a National Survey of Classroom Teachers [<<<<<]
The Relationship of Grouping Practices to the Education of the Gifted and Talented Learner [<<<<<]
What Educators Need to Know About Ability Grouping [<<<<<]
What Educators Need to Know About Mentoring [<<<<<]
What Parents and Teachers Should Know About Academic Acceleration [<<<<<]
Lo que los Educadores Necesitan Saber sobre la Actividad Tutoral [<<<<<]
Lo que los Educadores Necesitan Saber sobre el Agrupamiento por Habilidad [<<<<<]
Lo que los Padres y los Maestros Deberían Saber sobre la Aceleración Académica [<<<<<]
Social/Emotional
A Study of Achievement and Underachievement Among Gifted, Potentially Gifted, and Average African American Students [<<<<<]
Attention Deficit Disorders and Gifted Students: What Do We Really Know? [<<<<<]
Counseling Gifted African American Students: Promoting Achievement, Identity, and Social and Emotional Well-Being [<<<<<]
Counseling Gifted and Talented Students [<<<<<]
The Prism Metaphor: A New Paradigm for Reversing Underachievement [<<<<<]
Underachieving Gifted Students: A Social Cognitive Model [<<<<<]
Self-Concept and the Gifted Child [<<<<<]
The Social and Emotional Development of Gifted Students [<<<<<]
Voices of Perfectionism: Perfectionistic Gifted Adolescents in a Rural Middle School [<<<<<]
What Educators and Parents Need to Know About ADHD, Creativity, and Gifted Students [<<<<<]
What Educators Need to Know About Student Motivation [<<<<<]
What Educators Need to Know About Underachievement and Gifted Students [<<<<<]
Lo que los Educadores Necesitan Saber sobre el Bajo Rendimiento y los Alumnos Dotados [<<<<<]
Special Topics
Case Studies of Talented Students Who Achieve and Underachieve in an Urban High School [<<<<<]
Giftedness and High School Dropouts: Personal, Family, and School Related Factors [<<<<<]
Recognizing Talent: Cross-Case Study of Two High Potential Students With Cerebral Palsy [<<<<<]
Square Pegs in Round Holes—These Kids Don’t Fit: High Ability Students With Behavioral Problems [<<<<<]
Talents in Two Places: Case Studies of High Ability Students With Learning Disabilities Who Have Achieved [<<<<<]
Underserved
Developing the Talents and Abilities of Linguistically Gifted Bilingual Students: Guidelines for Developing Curriculum at the High School Level [<<<<<]
Latino Achievement: Identifying Models That Foster Success [<<<<<]
Nurturing Talent in Underrepresented Students: A Study of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County [<<<<<]
The Recruitment and Retention of African American Students in Gifted Education Programs: Implications and Recommendations [<<<<<]
Teaching Thinking to Culturally Diverse, High Ability, High School Students: A Triarchic Approach [<<<<<]