Gifted Education Services Research Articles

Selecting Technically Adequate Tests

The author provides a checklist for educators who are selecting technically adequate tests for identifying and referring students for gifted education services and programs. The checklist includes questions related to how the test was normed, reliability and validity studies as well as questions related to types of scores, administration, and format. The author concludes that selecting technically adequate tests is a critical step in developing an identification procedure that will be inclusive, reliable, and valid for finding students who will benefit from the school’s gifted education services and programs.

A Profile of Gifted Individuals With Developmental Coordination Disorder

ABSTRACT Developmental Coordination Disorder (DCD), also known as Dyspraxia, is an often overlooked or misdiagnosed disorder and little research exists on how it manifests among cognitively gifted children. The purpose of this study was to examine clinical profiles among 25 children diagnosed with DCD and identified as cognitively gifted to explore the twice exceptional profile of DCD among gifted children. We explore how DCD manifests among children with cognitive gifts, considerations for identification, and gifted education services.

Educational Technology: Barrier or Bridge to Equitable Access to Advanced Learning Opportunities?

Project OCCAMS (Online Curriculum Consortium for Accelerating Middle School) is a collaboration between the Center for Talent Development at Northwestern University, the Center for Gifted Education at The College of William & Mary, and Columbus Public Schools with a goal of providing accelerated learning in language arts aimed at increasing achievement and increasing participation in advanced courses in high school among students from racial and economic subgroups underrepresented in traditional gifted education services. Using a critical technology theoretical framework that examines the impact of technology on people at the individual, educational, and global levels and addresses questions around appropriate use, accessibility, and impact, project outcomes are explored through an interpretive focus on equity, including impacts on student achievement as well as students’ subjective experiences in the program. Potential implications for broader efforts in the field of gifted education to reduce disproportionality in gifted identification and close opportunity and excellence gaps beyond gifted identification reforms are also explored.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

Teachers Count in the Classroom and in Policy: Legislation, Rules, and Regulations as Pathways in Gifted Education

Policy is a powerful tool that guides many gifted education services and practices in states across the U.S. In addition to student services, policies can govern teacher preparation standards and qualifications for educators responsible for instructional delivery to academically talented learners. Essential to the process, institutions of higher education partner with states to provide standards-based endorsements for gifted education teachers. Arkansas, Iowa, and Kentucky serve as exemplars for enacting policies aimed at increasing the number of educators prepared to teach in the field of gifted education. Key features of their teacher education policies are summarized. In addition to formal teacher education policies, the National Board for Professional Teaching Standards (NBPTS) offers a certificate in Exceptional Needs: Gifted. The NBPTS pathway creates recognition for a national level of accomplished teaching practice in gifted education also found in state policy.

Asset-Based Decision Making to Address Inequity in Gifted Education Services

Asset-Based Decision Making to Address Inequity in Gifted Education Services

Gifted education of Syrian refugee students in Jordan: SWOT factors (strengths, weaknesses, opportunities, and threats)

ABSTRACT Aiming to evaluate the gifted education services provided to Syrian refugee students, this study used a qualitative analysis approach to identify strengths, weaknesses, opportunities, and threats factors (SWOT) that affect practices and services in the field. A thematic analysis method was used to analyze qualitative data collected from official websites, educational laws, international reports, research studies, and interviews with four participants. Identified themes were distributed into four main categories that represent the areas of SWOT. This study revealed that the refugee gifted education system in Jordan is affected by internal and external factors. Attention to these factors could strengthen gifted refugee education by addressing identification procedures and providing professional development and counseling services. On the other hand, the gifted education system could exploit the inclusion principle opportunities to reduce the threats by overcoming financial and logistics limitations. Finally, this study proposes a developmental model for use to reform the refugee gifted education system.

A Content Analysis of Selected State Plans for Gifted and Talented Education

Programs for gifted and talented education should be guided by research-based practices, but states’ policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to implement policies meeting students’ advanced academic needs and providing opportunities for talent development. State plans for gifted education may outline expectations, but leave much about the implementation up to districts. Even within a state, gifted education services vary widely across districts and individual schools. This research identified 11 state plans for gifted education that included guidance on identification, curriculum, service options, professional development, and program evaluation. Through thematic analysis, eight primary themes and three secondary themes were identified, which demonstrate the necessity of ongoing program evaluation balancing the need for standardization with the need to adapt policies to fit local contexts.

Spending Floors in Gifted Education Services

For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state is the mandatory minimum spending. This research examines how these mandatory minimum spending floors influence spending in public school districts within the state and how that influence varies across locales. Our findings provide evidence that rural public school districts in Texas were more likely to operate near to the mandatory state minimum spending for gifted education than non-rural public school districts. In particular, rural public school districts allocated 50% of the funds towards gifted education programming as suburban public school districts when the minimum spending floors was accounted for. The results should provide caution to policy makers on the possible ramifications of removing spending floors on gifted education programming in rural public school districts.

Instituting of Kindergarten Gifted Education Program in the Philippines

This study assessed the institution of kindergarten gifted education program in the Philippines. It specifically focused on implementation of the following areas: (1) establishment of gifted education program, (2) selection policies, and (3) placement prerequisites for kinder pupils as gifted and talented. Descriptive survey method was applied with data collection procedures through interviews and documentation. Instruments comprised checklists, and questionnaires. The participants were principals, teachers and parents of gifted and talented kindergarten pupils of public schools with recognized gifted education program. Statistical tools include frequency count, percentage, weighted mean, and rating scale of four-point ranking system with descriptive interpretations. Findings show that principals, teachers and parents equally noted a “very evident” perception level on program establishment. Participants respectively viewed the execution of teacher hiring and selection policies as “very evident”. As a separate group, however, they only perceived the compliance to selection and placement policies on an “evident” degree. Findings imply a positive affirmation of participants for program initialization. However, each participant-group still perceived the necessity for advanced and apposite educational practices to improve the founding practices of Kindergarten gifted education program. It is recommended that parallel investigation be done to appraise other gifted education services.

Supporting Gifted Education in Rural Schools

In this “promising practices” piece, we draw from lessons learned from a larger research study exploring how alternative identification processes and curricular interventions might influence gifted education programming for students in rural school districts. In the larger study we sought to (a) increase the number of rural students identified for gifted education services and (b) provide support for those programs in the form of a place-based language arts curriculum. As we implemented an innovative identification and curricular option for historically underrepresented students from low-income rural areas, we encountered hurdles stemming from four sources: conceptions of giftedness, teacher time and expertise, expectations for students, and fidelity of implementation. This article illuminates those challenges and discusses efforts to mitigate them and negotiate a path through to success—seeing the possible rather than limitations set forth by imposed systems affecting rural schools and communities.

TalentTiles: A New Descriptive Talent Identification Instrument Based on Teachers' Ratings.

Talent identification based on multiple criteria is a common way of considering students for gifted education services. As part of a nationwide talent identification program led by UNK (New Generation Centre, Hungary of Talents Program, 2016-2020), we developed an online rating tool with which teachers could indicate the talent areas of their 5th grade students. Through several iterations-involving the translation, application, and analysis of Renzulli's Scales for Rating the Behavioral Characteristics of Superior Students questionnaire and a custom-made normative questionnaire-we developed a matrix-style competency rating instrument called TalentTiles. The primary aim of the instrument is to collect more realistic and reliable teacher-ratings on students. The instrument takes a very short time-less than 2 minutes per student-to complete, focuses on the behavioral characteristics, measures school-related areas, addresses general competencies (e.g., ability, motivation) in a domain-specific way and has low average inter-item correlations. After the first pilot test TalentTiles seems to be an innovative and user friendly way of collecting teachers' opinions about school-related gifted behavior.

From the Guest Editor: Evaluating Gifted Education Programs and Services

From the Guest Editor: Evaluating Gifted Education Programs and Services

Evaluating Educational Services Offered for Syrian Gifted Refugee Students in Jordanian Schools

This study aimed to evaluate educational services offered for Syrian gifted refugee students in Jordanian schools from the point of view of schools’ principals or educational supervisors. The researchers extracted validity and reliability indicators from the Arabic translated form of the National Association for Gifted Children (NAGC) standards. 72 schools were evaluated in terms of the use, importance, and availability of the four gifted education standards: identification, curriculum, programs, and professional development. The findings showed that there are differences in the numbers of gifted Jordanian students compared with Syrian students enrolled in gifted programs in Jordanian schools. Moreover, there is a gap between types of gifted educational programs and services provided in the schools inside and outside the refugee camps. The findings also showed that the overall gifted education services provided for Syrian gifted refugee students were low with an average of 2.34 for the use, 2.15 for the importance, and 2.44 for the availability of these practices. Finally, suggestions and recommendations are provided to develop the gifted educational services in these schools.

Using a Nonverbal Cognitive Abilities Screening Test in Identifying Gifted and Talented Young Children in Jordan: A Focus Group Discussion of Teachers

This qualitative study aimed to discover teachers’ perceptions about the effectiveness of using the nonverbal Cognitive Abilities Screening Test (CogAT) in identifying gifted and talented children. The study’s sample of six teachers participated in standardizing the Jordanian version of the CogAT. Teachers attended a focus group discussion, and they were asked to discuss four open-ended questions. The focus group discussion results indicated strong agreement by teachers of the effectiveness of using the Arabic Jordanian version of CogAT. Specifically, teachers expressed their satisfaction about the test items and guidelines. Moreover, they unanimously agreed that the test is appropriate to use in Jordan. Also, teachers provided many positive comments and feedback about the ability of this test to identify young gifted children. Finally, teachers described the reality of gifted education services in Jordan.

The Influence of the Great Recession on the Identification of Students From Non-White Populations in the State of Texas

The Great Recession is an economic crisis which has had repercussions through different facets of U.S. society. Texas, despite overall economic health, enacted severe cuts to education as a result of the Great Recession. A potential consequence of these austerity measures is the identification of Black, Latinx, and Native American students for gifted education services. This article examines effects of the Great Recession and educational budget policy on the identification of Black, Latinx, and Native American students for gifted services in Texas. Publicly available data were acquired from the Texas Education Agency on district demographic data from 1999 to 2015. A longitudinal mixed effect model was used to analyze rates of representation of Asian, Black, Latinx, and Native American students relative to White students. Results suggest that budgetary cuts to gifted education programs following the Great Recession did not adversely affect the representation of Black, Latinx, and Native American students in gifted education programs and that Asian students increased their representation in gifted programs.

Gifted Syrian refugee students in Jordanian schools: have we identified them?

ABSTRACTThis qualitative study aimed to analyze educational services offered in Jordanian schools to identify gifted Syrian refugee students. To do that, 42 semi-structured interviews were conducted with school principals and educational supervisors. Participants were asked open-ended questions about educational practices used with Syrian students inside refugee camps and northern cities in Jordan. The collected data were then analyzed using descriptive coding analytical strategies. Results show that gifted identification services provided for Syrians students are insufficient and weak. The results also showed that school principals and educational supervisors have positive trends toward providing gifted education services. However, they suffer from a range of administrative and legislative problems that limit their ability to provide appropriate services to students. Finally, these results provide a comprehensive analysis for educators in Jordan to develop higher quality identification procedures for gifted Syrian refugees’ students.

Gifted Education in Preschool: Perceived Barriers and Benefits of Program Development

ABSTRACTSubstantial evidence supports the benefits of quality preschool education for children of all levels and backgrounds. However, early childhood gifted education services rarely exist in preschool centers. This study included 263 preschool centers representing geographic diversity in a southern state in the United States. Narrative data were collected centering on two issues: the barriers to implementation of gifted education services and the potential benefits related to the implementation of gifted education services in preschool centers. Qualitative analyses included constant comparative analyses for data reduction to support thematic inferences. Participants described barriers related to human and capital resources, challenges of implementing gifted education services, and the lack of information about gifted education in preschool settings. Participants articulated benefits in two general categories: educational/developmental and business/marketing. There was some evidence that a small portion of participants were opposed to the implementation of gifted education, but most participants indicated a desire for more responsive education services. This study may help gifted education advocates understand the needs of preschool centers seeking to broaden their services to support cognitive development of young children who are gifted from diverse backgrounds.

Preschool Gifted Education

This descriptive study investigated the challenges related to implementing gifted education services in preschool centers. Participants were 254 licensed preschool center directors in a southern state. Participants completed a researcher-created survey including both selected response items and constructed response items to examine the perceived challenges of providing preschool gifted education services. Ninety-five percent of the preschool center directors had no formal policies or practices for gifted education, and 86% of the center directors had provided no gifted education training to staff. Using qualitative techniques of constant comparative analysis, substantive and theoretical categories yielded seven verifiable themes related to perceived challenges of gifted education in preschool centers: (a) finding and retaining a trained and qualified staff; (b) balancing time, space, and money constraints; (c) implementing gifted education practices; (d) overcoming oppositional beliefs; (e) acquiring educational resources; (f) outside factors; and (g) finding information and guidance. Results of this study imply that preschool educators have misunderstandings about gifted education in early childhood, and model policies and practices for recognizing and serving gifted children in preschool settings may be needed.

Rural Gifted Education and the Effect of Proximity

Gifted education services in rural districts typically lag behind those in nonrural areas. Using district classifications assigned by the National Center for Education Statistics and Texas school district data ( n = 1,029) from the Academic Excellence Indicator System, the role of school district classification on gifted education outcomes was investigated. Contextual variables such as school demographics and school size were also examined. The study focused on rural and town school districts which are further classified as fringe, distant, or remote (level of proximity) within those two broad categories. Results of one-way multivariate analysis of variance indicated an effect of proximity for both rural and town districts on both contextual variables and gifted education outcomes. Additionally, rural fringe districts were found to be more similar to districts not classified as rural (i.e., urban, suburban, town) than to rural distant and rural remote districts. Findings offer important implications for both the support for gifted education in rural settings and the usefulness of the census codes as an indicator in educational research.