Current state practices in educating students who are gifted and talented∗

Adderholdt‐Elliot, Miriam; Algozzine, Kate; Algozzine, Bob; Haney, Kay F.

doi:10.1080/02783199109553375

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…Whether ability is evenly distributed or not across race and ethnicity (Gottfredson, 2004), identification procedures may not be totally free of biases across racial and ethnic groups. For example, when it comes to the teacher's role in the classroom, Adderholdt-Elliot, Algozzine, Algozzine, and Haney (1991) reported that teachers participated in identification processes in more than 90% of states. Peterson (1997) analyzed 55 middle school teachers' responses on their criteria to refer students as gifted.…”

Section: Identification Processesmentioning

confidence: 99%

Racial and Ethnic Representation in Gifted Programs

Yoon

Gentry

2009

Gifted Child Quarterly

101

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The Elementary and Secondary School Survey data and Civil Rights Data Collection of the Office for Civil Rights (OCR) were analyzed to describe the issue of overrepresentation of gifted Asian American students in gifted education programs in the United States. Nationally, Asian and Whites have been overrepresented in gifted education since 1978, whereas, students from other ethnic backgrounds, such as those from American Indian or Alaska Native, Hispanic, and African American groups, have been underrepresented with gradual increases in this underrepresentation since 1994. When the data were disaggregated by state for the period from 2002 to 2006, each racial and ethnic group displayed varied ranges of representation. Those varied distributions can be attributed to each state's unique demographic profile, varied definitions of giftedness, identification procedures, and identification policies. By focusing on Asian American students, this study addressed some difficulties that gifted Asian American students may face concerning the image of model minority and through the acculturation processes as immigrants or descendents of immigrants. Furthermore, this study suggests a need for disaggregated data collection and more research concerning gifted Asian American students from various ethnic Asian groups. Putting the Research to Use: Findings from this study highlight the need for carefully collected data in the field of gifted education concerning race and ethnicity of students in programs and provide the reader with a picture of both underrepresentation and overrepresentation of students by state and ethnic group. Attention needs to be paid to sub-groups within categories of race and ethnicity to understand representation. By considering the issue of Asian Americans and their overrepresentation, this research has raised awareness about factors, such as identification processes, acculturation, and academic motivation that might promote recognition of giftedness among some ethnic groups. Finally, this research offers readers with a new, multiple-year, current, analysis of the representation in gifted programs nationally and by state for racial/ethnic groups, an area of continued concern to those in the field of gifted education.

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Section: Identification Processesmentioning

confidence: 99%

Racial and Ethnic Representation in Gifted Programs

Yoon

Gentry

2009

Gifted Child Quarterly

101

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“…In more than 90% of states, classroom teachers participate in iden tification processes (Adderholdt-Elliot, Algozzine, Algozzine, & Haney, 1991). Their referrals bear heavily on whether programs even tually include poor and minority students, whose proportionate num bers have been increasing in the United States (McKenney & Bennett, 1994) and who are among those with high ability who most need pro grams to develop their latent potential (Richert, 1985).…”

Section: Introductionmentioning

confidence: 99%

Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry

Peterson

1999

Journal for the Education of the Gifted

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Using a postpositivistic method of inquiry, this study examined themes that emerged in the language of Latino, African American, Native American, immigrant Asian, and low-income Anglo individuals as they nominated individuals for a hypothetical gifted program. Reflected values differed from group to group and differed considerably from those reflected in classroom teachers' language in an earlier study. The researcher theorized that value orientations of mainstream teachers, who make referrals for programs after initial screening procedures, preclude their valuing behaviors deemed valuable by nonmainstream individuals and also inhibit behaviors deemed gifted by teachers. Findings suggest that the mode of inquiry can be useful for those who seek new ways to conceptualize giftedness and who seek to explain phenomena, such as the underrepresentation of nonmainstream groups in gifted education.

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“…Teachers' beliefs are important given the potential role they play in determining the kinds of students teachers recommend for participation in programming for the gifted (Adderholdt-Elliot et al, 1991;Bernal, 2000;Coleman & Gallagher, 1995;Ford et al, 2002;Weber, 1999). Past research has indicated training and expertise seems to have an effect on beliefs about giftedness to the extent that teachers with greater expertise tend to espouse more inclusive definitions of giftedness (Copenhaver & McIntyre, 1992;Goodnough, 2000;Guskin et al, 1992;Siegle & Powell, 2004).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

Miller¹

2009

Journal for the Education of the Gifted

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Classroom teachers play an important role in the identification of gifted students through teacher recommendations and referrals. This study is an investigation of teachers' theories of giftedness using methods adapted from those used to study theory-based reasoning in categorization research. In general, the teachers in this study focused on traditional characteristics of giftedness and did not tend to include characteristics associated with diverse gifted students in their theories. Comparisons of teachers with greater and fewer hours of training in gifted education showed no significant differences between the groups. However, there was also little consistency among the teachers in their graphic representations of their theories, suggesting that not all elementary classroom teachers define common characteristics of giftedness in the same way.

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Current state practices in educating students who are gifted and talented∗

Cited by 7 publications

References 14 publications

Racial and Ethnic Representation in Gifted Programs

Racial and Ethnic Representation in Gifted Programs

Gifted—Through Whose Cultural Lens? An Application of the Postpositivistic Mode of Inquiry

The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

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