A Model Program for Identifying Culturally and Linguistically Diverse Rural Gifted and Talented Students.

Autor/inn/en	De Leon, Jozi; Argus-Calvo, Beverley
Titel	A Model Program for Identifying Culturally and Linguistically Diverse Rural Gifted and Talented Students.
Quelle	(1997), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Alternative Assessment; American Indian Education; Art Education; Culturally Relevant Education; Elementary Education; Gifted; Hispanic Americans; Minority Groups; Pueblo (People); Rural Education; Rural Youth; Special Education; Talent Identification; Visual Arts + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Elementarunterricht; Begabter, Hoch Begabter; Hispanic; Hispanoamerikaner; Ethnische Minderheit; Ländliche Erwachsenenbildung; Rural area; Rural areas; Youth; Ländlicher Raum; Jugend; Jugendlicher; Special needs education; Sonderpädagogik; Sonderschulwesen; Begabtenanalyse; Talentsuche; Optische Gestaltung
Abstract	Identification of gifted students among cultural and linguistic minority groups and development of culturally relevant gifted programs have been problematic. In addition, although giftedness can manifest itself in many ways, few gifted programs have been established in nonacademic areas, especially in rural settings. This paper focuses on the identification procedures of a culturally relevant, visual arts, gifted and talented program in two rural New Mexico elementary schools with predominantly Hispanic or Native American (Pueblo) populations. Education in the arts not only is intrinsically valuable but also supports student persistence and achievement. Nevertheless, the limited resources of rural schools may lead to elimination of arts programs. Identification of exceptional abilities in the arts can be just as problematic as in academic areas if it relies on standardized tests. Although in the majority in the two program schools, Hispanic and Native American students were the minority in gifted and talented programs. A multidimensional approach to identification was developed that included the following: nomination by teacher, parent, or self; participation in an art show; teacher assessment on a checklist and a rating scale; assessment by a community artist; portfolio assessment; and student evaluation on two formal tests. Interviews with members of the identification committee indicate that the most effective selection method was the cross-referencing of the community artist's recommendations with those of teachers and students and results of the art show. (SV)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01