Concordance of Gifted Education Policy and Practices at the State, District, and Local Levels

Autor/inn/en	Brodersen, Annalissa V.; Hemmler, Vonna L.; Callahan, Carolyn M.; McCoach, D. Betsy
Titel	Concordance of Gifted Education Policy and Practices at the State, District, and Local Levels
Quelle	In: Gifted Education International, 39 (2023) 3, S.337-377 (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hemmler, Vonna L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294221129928
Schlagwörter	Academically Gifted; Gifted Education; Educational Policy; Educational Practices; Local Government; State Government; Board of Education Policy; State Policy; Best Practices; Evidence Based Practice; Talent Identification; Delivery Systems; Acceleration (Education); Alignment (Education); Elementary Secondary Education + Suchen Sie Ihr Suchwort? Politics of education; Bildungspolitik; Bildungspraxis; Gemeindeverwaltung; Bund-Länder-Beziehung; Begabtenanalyse; Talentsuche; Auslieferung; Acceleration; Beschleunigung
Abstract	Gifted education policies vary across the United States. Previous studies have demonstrated a disconnect between these policies at state and district levels, but alignment of school-level practices with state and/or district policies is unknown. To further examine these relationships, we examined via qualitative document analysis state and district-level gifted policies and district and school-level reported practices in two states' gifted services. Although state and district policies reflected fairly close alignment with recommended practices, district and school reported practices reflected only partial alignment. We discuss implications of these findings for gifted programs and policy at the state and local levels. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01