Political Issues in Gifted Education

Autor/in	Gallagher, James J.
Titel	Political Issues in Gifted Education
Quelle	In: Journal for the Education of the Gifted, 38 (2015) 1, S.77-89 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353214565546
Schlagwörter	Gifted; Politics of Education; Educational Policy; Educational Resources; School Support; Educational Change; Educational Practices; Change Strategies; Needs Assessment; Advocacy; Advisory Committees; Equal Education; Excellence in Education; Personnel Management; Administrative Organization; Educational Research; Student Evaluation; Individualized Instruction; Technology Uses in Education; State Aid; Strategic Planning; Demonstration Centers; Technical Assistance; Policy Formation + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Educational policy; Bildungspolitik; Politics of education; Bildungsmittel; Schulförderverein; Bildungsreform; Bildungspraxis; Lösungsstrategie; Bedarfsermittlung; Sozialanwaltschaft; Beratungsstelle; Lernerfolg; Personalmanagement; Bildungsforschung; Pädagogische Forschung; Schulnote; Studentische Bewertung; Individualisierender Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Strategy; Planning; Strategie; Planung; Technische Hilfe; Politische Betätigung
Abstract	In this article, James J. Gallagher proposes that understanding the political issues and the debate surrounding the education of gifted students is based on the recognition that education policy (including rules, regulations, financial allocations, etc.) reflects social policy. Hence, society prioritizes needs so that the most important of these are dealt with first and the most critical needs are addressed before resources are expended. Gallagher adds, though, that even if American society were to place a high priority on support for excellence in education for gifted students, the implementation of actions to create change would suffer because of the current structure of the educational system. That is, the current overall support systems and educational infrastructure at the national, state, and local levels are not sufficiently developed to mobilize resources effectively to utilize them in the best way in serving gifted students. For education of the gifted to be established as a readily available option for all gifted students, educational programming for gifted students needs a support system or infrastructure similar to the one already in existence for children with disabilities. The author offers recommendations of what components this kind of support system would require. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01