Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students

Autor/in	Gallagher, Shelagh A.
Titel	Reclaiming History: How the Marland Report Addressed Culturally, Linguistically, and Economically Diverse Students
Quelle	In: Gifted Child Quarterly, 67 (2023) 3, S.198-219 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gallagher, Shelagh A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/00169862231166110
Schlagwörter	Academically Gifted; Gifted Education; Student Diversity; Equal Education; Educational Policy; Educational Legislation; Federal Legislation; Desegregation Litigation; School Desegregation; Civil Rights Legislation; Cultural Awareness; Cultural Differences; Identification; Curriculum Development; Counseling; Social Emotional Learning; Advocacy; Educational History + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungsrecht; Schulgesetz; Bundesrecht; Integrative Schule; Private law; Bürgerliches Recht; Cultural identity; Kulturelle Identität; Kultureller Unterschied; Identifikation; Identifizierung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Counselling; Beratung; Sozialanwaltschaft; History of education; Bildungsgeschichte
Abstract	The 50th anniversary of the Marland Report provides an opportunity to reflect on its impact on the field of gifted education. A critical question is how the Marland Report addressed the need for equity, especially since the Marland federal definition made no explicit mention of culturally, linguistically, or economically different gifted students. This article presents a review of (a) the history leading to the Marland Report, (b) the report's content concerning equity in gifted education, and (c) the activity that resulted directly from the Marland legislation through the National/State Leadership Training Institute on the Gifted and the Talented, including national conferences and two teacher institutes about "culturally different" gifted students between 1973 and 1981. Implications include the consequences of neglecting the unique contributions the National/State Leadership Training Institute on the Gifted and the Talented made to the field and a suggested agenda for moving forward that includes long-desired changes and new directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01