Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?

Autor/inn/en	Gubbins, E. Jean; Siegle, Del; Ottone-Cross, Karen; McCoach, D. Betsy; Langley, Susan Dulong; Callahan, Carolyn M.; Brodersen, Annalissa V.; Caughey, Melanie
Titel	Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?
Quelle	In: Gifted Child Quarterly, 65 (2021) 2, S.115-131 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Gubbins, E. Jean) ORCID (Siegle, Del) ORCID (Callahan, Carolyn M.) ORCID (Brodersen, Annalissa V.) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986220988308
Schlagwörter	Talent Identification; Academically Gifted; Gifted Education; Program Design; Elementary Education; Grade 3; Grade 4; Grade 5; Alignment (Education); Intervention; Planning; Student Needs; Mathematics Instruction; Reading Instruction; Language Arts; School Districts; Educational Practices; Curriculum; Delivery Systems; Teaching Methods + Suchen Sie Ihr Suchwort? Begabtenanalyse; Talentsuche; Programme design; Programmaufbau; Programmplanung; Elementarunterricht; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Ablaufplanung; Planungsprozess; Mathematics lessons; Mathematikunterricht; Leseunterricht; Sprachkultur; School district; Schulbezirk; Bildungspraxis; Curricula; Lehrplan; Rahmenplan; Auslieferung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01