Equity in Cross-Cultural Gifted Screening from a Philippine Perspective

Autor/in	Vista, Alvin
Titel	Equity in Cross-Cultural Gifted Screening from a Philippine Perspective
Quelle	In: Gifted Education International, 31 (2015) 3, S.232-243 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/0261429414526657
Schlagwörter	Gifted; Equal Education; Screening Tests; Identification; Student Diversity; Cultural Differences; Multilingualism; Educational Research; Correlation; Alternative Assessment; Socioeconomic Influences; Foreign Countries; Intelligence Tests; English (Second Language); Second Language Learning; Academic Achievement; Nonverbal Ability; Futures (of Society); Access to Education; Culture Fair Tests; Literature Reviews; Philippines + Suchen Sie Ihr Suchwort? Begabter, Hoch Begabter; Screening-Verfahren; Identifikation; Identifizierung; Kultureller Unterschied; Mehrsprachigkeit; Multilingualismus; Bildungsforschung; Pädagogische Forschung; Korrelation; Sozioökonomischer Faktor; Ausland; Intelligence test; Intelligenztest; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Schulleistung; Future; Society; Zukunft; Education; Access; Bildung; Zugang; Bildungszugang; Philippinen
Abstract	This paper discusses issues on cross-cultural gifted screening from a Philippine perspective. Research on gifted education in the Philippines, and Southeast Asia in general, is still nascent. The main focus of this review of literature is on equity of the gifted education screening process across wide socioeconomic, cultural, and linguistic differences within the student population. On account of the relative lack of specific literature on Philippine gifted education, this review links the findings in gifted education research from Western-based countries and relates the findings to the Philippine context. For example, although the Philippines do not have as much of an issue of racial inequity in schools as the United States, the same inequity because of socioeconomic factors can be tackled similarly. The implication of alternative assessments, and their utility in cross-cultural gifted education, are also examined. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01