Federal and State Response to the Gifted and Talented

Autor/in	Stephens, Kristen R.
Titel	Federal and State Response to the Gifted and Talented
Quelle	In: Journal of Applied School Psychology, 27 (2011) 4, S.306-318 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1537-7903
DOI	10.1080/15377903.2011.615823
Schlagwörter	Academically Gifted; Student Needs; Federal Government; State Government; Government School Relationship; Federal Legislation; Educational Policy; Public Policy; Individual Development; Role of Education; Politics of Education; Resource Allocation; Access to Education + Suchen Sie Ihr Suchwort? Bundesregierung; Bund-Länder-Beziehung; Bundesrecht; Politics of education; Bildungspolitik; Öffentliche Ordnung; Individuelle Entwicklung; Bildungsauftrag; Educational policy; Ressourcenallokation; Education; Access; Bildung; Zugang; Bildungszugang
Abstract	Federal and state response to the educational needs of gifted students has been intermittent and permissive. The lack of cohesive and comprehensive policies pertaining to identification and programming for these students has created a disparity in services within and across states. Broader education policies, such as those resulting from No Child Left Behind legislation have further directed attention away from the pursuit of cultivating exceptional talent and toward universal minimum proficiency. The purpose of this article is to (a) present the current status of gifted education policy at the federal and state levels, (b) consider the role recent reports might play in raising national awareness of the needs of gifted students, and (c) explore possible ideas for acquiring the support of policymakers in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10