Identifying English Language Learners for Gifted and Talented Programs:<i>Current Practices and Recommendations for Improvement</i>

Harris, Bryn; Rapp, Kelly E.; Martínez, Rebecca S.; Plucker, Jonathan A.

doi:10.1080/02783193.2007.11869221

Cited by 25 publications

(49 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…A teacher can use the shape of profiles to adapt instruction through mixed or homogeneous ability grouping, mode of presentation, or selection of learning supports (Corno, 1995;Lohman & Hagen, 2001b). Learning and Individual Differences 22 (2012) Rapidly increasing numbers of English-language learner (ELL) students in the U.S. (Federal Interagency Forum on Child & Family Statistics, 2011) has led to concern that the cognitive ability tests used by many schools are too sensitive to language proficiency and educational background to be valid in diverse classrooms (Ford, Grantham, & Whiting, 2008;Harris, Rapp, Martinez, & Plucker, 2007;Ortiz & Dynda, 2005). In particular, there is concern that using languagebased assessments of reasoning abilities leads to bias and underestimation of the aptitudes of ELL students (Lewis, 2001).…”

Section: Introductionmentioning

confidence: 99%

Multidimensional ability tests and culturally and linguistically diverse students: Evidence of measurement invariance

Lakin

2012

Learning and Individual Differences

View full text Add to dashboard Cite

Section: Introductionmentioning

confidence: 99%

Multidimensional ability tests and culturally and linguistically diverse students: Evidence of measurement invariance

Lakin

2012

Learning and Individual Differences

View full text Add to dashboard Cite

“…Al-Khasawneh and Al-Omari (2015) stated that gifted individuals are highly motivated to learn English. It is revealed that gifted learners know the importance of learning English to succeed in all life fields since the importance of being competent in English language is accepted worldwide (Harris, Rapp, Martínez, & Plucker, 2007).…”

Section: Language Learning and Giftednessmentioning

confidence: 99%

Language Learning of Gifted Individuals: A Content Analysis Study

Gokaydin¹,

Bağlama²,

Uzunboylu³

2017

Profile: Issues Teach. Prof. Dev.

View full text Add to dashboard Cite

This study aims to carry out a content analysis of the studies on language learning of gifted individuals and determine the trends in this field. Articles on language learning of gifted individuals published in the Scopus database were examined based on certain criteria including type of publication, year of publication, language, research discipline, countries of research, institutions of authors, key words, and resources. Data were analyzed with the content analysis method. Results showed that the number of studies on language learning of gifted individuals has increased throughout the years. Recommendations for further research and practices are provided.

show abstract

“…Research on the underrepresentation of CLD students in gifted programming has become more prevalent as the landscape of American schools changes. According to Harris, Rapp, Martinez, and Plucker (2007), English language learners (ELLs) are seriously vol. 39 ■ no.…”

Section: Justification For the Sem And Enrichment Clustersmentioning

confidence: 99%

“…Research shows that CLD students are often denied access to challenging curricula and are underrepresented in gifted programs by greater than 40% nationwide (Ford et al, 2008). Other researchers have shown that percentage to be as high as 70 nationwide (Harris, Plucker, Rapp, & Martinez, 2009;Harris et al, 2007;Matthews & Kirsch, 2011). In traditional schooling, enrichment activities are exclusive, mandated only for those elite students who demonstrate traditional gifted characteristics and qualify for gifted services based on mandated assessment results.…”

Section: Description Of Enrichment Clusters In Actionmentioning

confidence: 99%

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

et al. 2016

View full text Add to dashboard Cite

Using data from teacher interviews, classroom observations, and a professional development workshop, this article explains how one component of the schoolwide enrichment model (SEM) has been implemented at a culturally diverse elementary school serving primarily Latina/o and African American students. Based on a broadened conception of giftedness, the SEM incorporates enrichment clusters, which are designed to expose students to a variety of topics that would not ordinarily be covered in the regular curriculum. The goal of enrichment clusters is for students to engage in active learning under the direction of the cluster facilitator, who encourages inductive and cooperative approaches to problem-solving and higher order thinking skills. At our investigation site, enrichment clusters are inclusive of all students, providing access to gifted methods and challenging curricula for Latina/o and African American students, who are typically underrepresented in gifted programming.

show abstract

Identifying English Language Learners for Gifted and Talented Programs:Current Practices and Recommendations for Improvement

Cited by 25 publications

References 9 publications

Multidimensional ability tests and culturally and linguistically diverse students: Evidence of measurement invariance

Multidimensional ability tests and culturally and linguistically diverse students: Evidence of measurement invariance

Language Learning of Gifted Individuals: A Content Analysis Study

Using Enrichment Clusters to Address the Needs of Culturally and Linguistically Diverse Learners

Contact Info

Product

Resources

About