Source: https://nrcgt.uconn.edu/research-based_resources/
Timestamp: 2019-04-20 18:44:56+00:00

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Are you concerned about children’s TV watching habits? Does television have a place in gifted education? The answers are not simple. Read a summary of Project KIDVID at Cleveland State University, related scientific literature, research-based facts, and other associated issues.
Parental influence is critical to successful realization of potential throughout a gifted person’s life. Is this a daunting thought? Positive support and productive interaction at home are key. Practical suggestions are offered for consideration.
Specific strategies are offered as a guide to parents as they help their children find success in school.
Hunsaker, S. L., Frasier, M. M., King, L. L., Watts-Warren, Cramond, B., & Krisel, S.
Do status, family processes, or family structure influence achievement levels of economically disadvantaged young people? What impact is there on gifted students? Though further research is recommended, advances have been made in understanding these extremely complex issues.
Jackson, N. E., & Roller, C. M.
Reading precocity in very young children raises important questions. To find answers, parents, teachers, and administrators are invited to consider recommended strategies for literacy development during infancy through age 6.
Responsible parents may provide the best answers when preschool teachers, physicians, psychologists, and other professionals seek an optimal match between readiness, pace of development, and environment.
Waxman, B., Robinson, N. M., & Mukhopadhyay, S.
When does math talent make itself known and how can it be maintained? Do parents play a part? Are boys any different from girls in their math ability? This paper provides practical advice for parents and others interested in early math ability.
Wright, A. L., & Olszewski-Kubilius, P.
Information is provided as a guide to communication, requests for college and financial aid, timelines, resources, technical and moral support, and other activities associated with college admission.
The following resources are brochures designed primarily for parents and educators. Some brochures are available in Spanish.
Brookes, H., & Angelleli, C.
Please see Educators’ section for additional brochures of interest to educators and parents.
Angelelli, C., Enright, K., & Valdés, G.
This monograph contains general suggestions for implementing a curriculum in interpretation and translation, as well as basic lesson suggestions that can be followed in teaching beginning courses in interpretation and translation at the high school level for bilingual youngsters who are experienced interpreters for their families.
Archambault, F. X., Jr., Westberg, K. L., Brown, S. W., Hallmark, B. W., Emmons, C. L., & Zhang, W.
Classroom Practices Questionnaire data reveal the extent to which differentiated education is delivered to average and gifted and talented students in third and fourth grade classrooms. Results are relevant to private and public schools.
Can science talent be defined? What curriculum and instructional strategies reflect inspired teaching and recognition of young people’s bent toward science? What conditions inspire and enable realization of optimal achievement in science?
Bridglall B. L., & Gordon, E. W.
This monograph examines the structure and principles of the Meyerhoff Scholars Program (MSP) at the University of Maryland, Baltimore County (UMBC); it studies the relationship between specific program components and high academic achievement in talented minority college students. The MSP, which recruits, supports, and provides scholarships for minority college students who excel in mathematics, engineering, and the sciences, is designed to increase the number of underrepresented minorities who pursue research and careers in these fields. This monograph analyzes achievement trends for minority students and the programs that specifically target improving the intellective competencies and persistence motivation of talented minority students. The monograph examines (a) key program components; (b) characteristics of students and staff; and (c) institutional policies and resources.
Brighton, C. M., Hertberg, H. L., Moon, T. R., Tomlinson, C. A., & Callahan, C. M.
This study was an investigation of staff development programs designed to provide teachers with strategies through which all learners, including gifted, minority, and limited-English proficient students, can be appropriately served in a middle school environment sensitive to diverse learner academic needs. Results suggest that differentiation of instruction and assessment are complex endeavors and should include school realities such as large class sizes, limited resource materials, lack of planning time, and ever-increasing numbers of teacher responsibilities.
Burns, D. E., Gubbins, E. J., Reis, S. M., Westberg, K. L., Dinnocenti, S. T., & Tieso, C. L.
This training module for educators is ready to use for workshops, conferences, and college courses. Major topics include key points and issues associated with understanding various conceptions of giftedness, modifying the general education curriculum, differentiating the curriculum in response to student learning needs, and developing challenging enrichment opportunities. This complete professional development module known as “Big Red Notebook” consists of 89 transparencies (non CD) and related scripts.
Burns, D. E., Leppien, J., Omdal, S., Gubbins, E. J., Muller, L. M., & Vahidi, S.
The Teachers’ Guide for the Explicit Teaching of Thinking Skills provides a detailed approach to teaching and learning 7 discrete skills that can be applied to any content area. The skills are: (a) cause and effect, (b) decision making, (c) comparing and contrasting, (d) classifying, (e) making observations, (f) planning, and (g) predicting.
This review of Advanced Placement (AP) and International Baccalaureate (IB) Programs presents the general historical background, overriding philosophies, procedures, perceived advantages and disadvantages, and a discussion of the growth of the programs, as well as the research on the AP and IB Programs. There is an emphasis on the fit of AP and IB Programs for gifted students seeking advanced study in science and math.
Callahan, C. M., Sowa, C. J., May, K. M., Tomchin, E. M., Plucker, J. A., Cunningham, C. M., & Taylor, W.
This research monograph describes seven studies that examine the social and emotional development of gifted students. Using an interactive model that included child, family, and school in the conception of development, these studies investigated the factors within gifted individuals, in families, and in schools that contribute to or detract from maximum development.
Clark, G. A., & Zimmerman, E.
A review of art education and gifted and talented literature reveals opportunities for mixed ability grouping, ability grouping, and acceleration in the arts. Examples of programming are offered along with recommendations for further research topics.
Coates, D. L., Perkins, T., Vietze, P., Reyes Cruz, M., & Park, S.-J.
This research monograph describes intervention research to improve thinking skills in high ability, high school students attending an urban magnet school. The intervention approach used is based on Sternberg’s theory of intelligence with an added focus on language background, language use and writing abilities; and the thinking styles of college and high school students.
Research identifies weighted grades and waived classes as being among many issues affecting gifted students in high schools today. Information gathered from teachers, counselors, administrators, and college admission directors provides an overview of current conditions.
This monograph provides research-based information on the counseling needs of gifted and talented students who have complex social-emotional needs similar to other youth, as well as effective counseling approaches to meeting those needs.
Delcourt, M. A. B., & Evans, K.
More than 1,000 elementary school students took part in a study designed to gain a more thorough understanding of prevailing conditions with respect to gifted education. Exemplary special schools, separate classes, pull-out, and within-class programs were of particular interest.
Delcourt, M. A. B., Loyd, B. H., Cornell, D. G., & Goldberg, M. D.
The Learning Outcomes Study involved over 1,000 second and third grade students at 14 Collaborative School Districts in 10 states. Researchers sought a deeper understanding of prevailing conditions with respect to gifted education.
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 70 instruments in PDF format.
Evaluation of gifted and talented programs is essential to the development and maintenance of quality services. This paper provides practical guidelines for both internal and external evaluations of programs and also emphasizes self-evaluation.
What factors affect the decision of minority groups to become teachers in gifted education? Survey results included the following factors: colleague encouragement and support, administrative support, negative experiences in special education, and exposure to and experience in working with gifted students with special needs.
At all levels of education, there is great concern about the low performance of racially and linguistically diverse students on standardized tests, as well as their under-representation in gifted education. This monograph examines test bias by reviewing seminal publications and research, discusses intelligence tests with specific attention to interpretations of and explanations for the comparatively low performance of racially and culturally diverse students, explores definitions of and strategies for determining the nature and extent of test bias, and draws implications for the field of gifted education.
Foust, R. C., Hertberg-Davis, H., & Callahan, C. M.
This study explored student perceptions of the social and emotional advantages and disadvantages of Advanced Placement (AP) and International Baccalaureate (IB) program participation, differences between the AP and IB programs in those perceptions, and whether or not students report experiencing a “forced-choice dilemma” between academic success and social acceptance. Students reported the benefits attributed to participation in AP and IB courses were a better class atmosphere, a special bond among participants, and pride and self-confidence derived from completing the more challenging work, but lamented the perception of unflattering stereotypes assigned to AP and IB students, the socially limiting workload, and the stress and fatigue. IB students were more likely than AP students to complain about the rigidity of their program, cite differences between themselves and non-participants, perceive a negative stereotype associated with the program, and report experiencing great exhaustion due to the workload. AP and IB students did not consider academic success a choice and felt that they could maintain both a social life and their academic success.
What role does public policy play in the education of gifted students? Find out how special rule making in identification, placement, program, and accountability have emerged from legislation, court decisions, administrative rule making, and professional standards. Special problems involving racial discrimination, acceleration, teacher supports, and parental options are discussed.
Qualitative and quantitative research data indicate a relationship between professional development in gifted education, cluster grouping, and increased achievement scores. Teachers using cluster grouping held high, yet realistic, expectations of students.
Gordon, E. W., & Armour-Thomas, E.
This research monograph describes the implementation of an intervention called Dynamic Pedagogy and its effects on the academic achievement of ethnic minority students over 2 years. The pilot year data showed significant school effects of Dynamic Pedagogy on a third grade mathematics achievement test and district assessments in target mathematics units. The second year data showed significant effects of Dynamic Pedagogy on a fourth grade mathematics achievement test but the results on the district assessments were not significant.
Important aspects associated with Renzulli’s model are examined and researched. The influence of learning through strengths and interests on underachieving students, creative productivity, curriculum compacting, product development, and teacher training are considered.
Gubbins, E. J., Housand, B., Oliver, M., Schader, R., de Wet, C. F., Sternberg, R. J., Grigorenko, E., Jarvin, L., McNeil, N., Connolly, K., Moon, T. R., Hertberg-Davis, H., Callahan, C. M., & Brighton, C. M.
Too few identified gifted and potentially gifted students are exposed to concepts and competencies that will unclog the mathematics pipeline through access to algebraic understanding. Unclogging the Mathematics Pipeline Through Access to Algebraic Understanding involved grade 6 students in Algebra lessons for 30 hours of after-school instruction or summer instruction. This pilot research study attempted to determine whether varying the form in which mathematical material is presented and adding an after-school or summer component creates greater equity of opportunity for students to improve their mathematical performance and to increase their self-efficacy and positive attitudes toward and interest in mathematics.
Gubbins, E. J., McCoach, D. B., Foreman, J. L., Gilson, C. M., Bruce-Davis, M. N., Rubenstein, L. D., Savino, J., Rambo, K., & Waterman, C.
The What Works in gifted Education Mathematics Study was a 2-year multi-site cluster randomized control trial study (randomized by school for participants recruited during the first year and randomized by classroom for participants recruited during the second year) recruited a national sample of 4,530 grade 3 students in 216 classrooms from 62 schools across 17 states. All treatment teachers participated in professional development on differentiated instruction and enrichment practices, as well as specific training in using the components of three differentiated mathematics units in algebra, geometry and measurement, and graphing and data analysis. Treatment teachers implemented the experimental units for 16 weeks while control teachers continued with their district’s mathematics curriculum.
Gubbins, E. J., St. Jean, D., Berube, B. N., & Renzulli, J. S.
Background history and description of the NRC/GT are presented. Qualitative and quantitative research results provide several practical recommendations to improve education generally and for gifted and talented children in particular.
Gubbins, E. J., Villanueva, M., Gilson, C. M., Foreman, J. L., Bruce-Davis, M. N., Vahidi, S., Callahan, C., M., & Tofel-Grehl, C.
There has been considerable emphasis on developing science, technology, engineering, and mathematics (STEM) focused schools at all grade levels. The number of STEM high schools alone has tripled in the last decade (2000-2009). To learn more about current STEM high schools across the country, the United States Department of Education commissioned The National Research Center on the Gifted and Talented (NRC/GT) to design and implement a study of STEM high schools. The University of Connecticut and the University of Virginia collaborated to address the following project objectives: to create a searchable matrix of STEM high schools, to document the common and unique curricular and instructional strategies used in STEM high schools, and to create and disseminate surveys for high school administrators and teachers documenting the curricular and instructional strategies used in high schools.
Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E.
All phases of a multi-year quantitative and qualitative study of professional development practices are described in detail. You will learn about the extent to which specific topics in gifted and talented education are part of a comprehensive professional development program for all students. You will also learn how we designed and implemented a scripted professional development module to enhance the expertise of teachers within districts to use the pedagogy of gifted education with all students.
Hébert, T. P., Cramond, B. L., Speirs Neumeister, K. L., Millar, G., & Silvian, A. F.
Life, accomplishments, and legacy of E. Paul Torrance, the renowned creativity researcher, university teacher, and mentor to numerous individuals throughout the world is presented.
The NRC/GT designed, field tested, and developed instruments that were unique to our specific research questions. Our instruments may be appropriate for many people as they design, develop, implement, and evaluate programs and services for gifted and talented students; therefore, we created a CR-ROM Instrument Bank for your use focusing on Identification, Special Populations, and Classroom Practices. CD-ROM includes 46 instruments in PDF format.
Hertberg-Davis, H., Callahan, C. M., & Kyburg, R. M.
Although limited research exists on the appropriateness of Advanced Placement (AP) and International Baccalaureate (IB) Programs for gifted secondary learners, these courses serve as the primary methods of meeting the needs of gifted students in most high schools. This qualitative study employed a grounded theory approach to investigate how teachers conceptualize and implement curriculum and instruction in AP and IB courses and how students enrolled in AP and IB classes perceive and evaluate their learning experiences in these environments.
Jarwan, F. A., & Feldhusen, J. F.
How are young people selected for state supported schools of mathematics and science? Is representation equitable with respect to male and female African Americans, Hispanics, and Asians? Selection procedures are analyzed and evaluated.
Mathematics standards are influencing all phases of teaching, learning, and assessment. A range of alternative identification measures, curricular options, and programming opportunities are described for gifted and talented students based upon these standards.
Kenny, D. A., Archambault, F. X., Jr., & Hallmark, B. W.
How effective is cooperative learning with respect to the performance and outlook of gifted students? Achievement, self-concept, attitudes toward school, and feelings toward other students were among the important issues examined.
What grouping practices best serve affective and cognitive needs of gifted students? It is an important question as this study reveals. Major curricular adjustments are the critical feature of any grouping practice.
The National Research Center on the Gifted and Talented convened a Needs Assessment Conference in January 2005 to identify a research agenda for the future. The research agenda should focus on studies that would narrow the achievement gap between underrepresented groups and their peers in gifted and talented education. This monograph summaries the key points of the 4 commissioned monographs by leading scholars from different disciplines, identifying research needs for the future. Following this summary, are the monographs by Drs. Samuel R. Lucas, Patricia Gándara, L. Scott Miller, and James H. Borland.
Logan, K. S., Rizza, M. G., Gubbins, E. J., Gavin, M. K., Kloosterman, V. I., Schuler, P. A., Vahidi, S., & Suroviak, C. E.
This document provides abstracts of all publications produced by the NRC/GT researchers from 1990 to 1995. Expanded descriptions of research projects and other resources are in the compendium.
Schools are complex organizations that serve as the primary official location for the socialization of children in the United States, and three focal features of schools stand out—evaluation, placement, and progression. Each one of these features is a site of potential concern to researchers and policy-makers, for the nurturance of every student’s capacities, and more specifically for nurturing the capacities of minority students.
Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J.
This study investigated the impact of state testing programs on schools, teachers, and students. Results indicated that teachers and students feel a tremendous amount of pressure associated with high-stakes testing; the pressure felt by teachers results in drill and practice type of curriculum and instruction; the pressure felt by high-stakes testing is greater in disadvantaged schools and results in more drill and practice instruction; and gifted and talented students feel pressure to perform well to bring up all scores oftentimes resulting in disengagement from the learning process.
Moon, T. R., Callahan, C. M., Brighton, C. M., & Tomlinson, C. A.
In the past two decades, educational reform efforts have all emphasized accountability in terms of student achievement and learning outcomes rather than process. As a result, high-stakes testing has become the focal point for evaluating student learning. New differentiated authentic assessments for classroom use that embody key concepts, principles, generalizations, and processes are presented in response to these concerns.
Moon, T. R., Callahan, C. M., Tomlinson, C. A., & Miller, E. M.
This study focuses on middle school teachers’ reported classroom practices, middle school students’ perceptions of classroom practice, and the alignment of reported practices and perceptions with the middle school movement’s orientation towards student achievement. Findings unique to the study indicate the majority of teachers report using example activities and observations to modify the content of activities, types of products required of students, and student grouping arrangements.
Moon, T., Tomlinson, C. A., & Callahan, C. M.
What is happening with respect to the diverse needs of middle school students? How do practices described in the literature actually measure up to policies, beliefs, and instructional practices? Research-based evidence is provided.
Are there places where programs for high ability students remain intact or expanded? Are programs threatened in particular areas? This study of program status in 19 states reveals reasons why programs are maintained or eliminated.
Reis, S. M., Eckert, R. D., Schreiber, F. J., Jacobs, J., Briggs, C., Gubbins, E. J., Coyne, M., & Muller, L. M.
This monograph presents the results of an investigation on the effects of an enriched reading program on elementary students’ reading fluency, comprehension, and attitude toward reading. The Schoolwide Enrichment Reading Model (SEM-R) provides enriched reading experiences by exposing students to exciting, high interest books, encouraging them to increase daily independent reading of appropriately challenging, self-selected books through individualized reading instruction, and providing interest-based choice opportunities in reading. This research was conducted in urban and suburban schools with a diverse student population of children from low socioeconomic income families and students with special needs. Results indicate that students in the SEM-R treatment group scored significantly higher than those in the control group in reading comprehension, reading fluency, and attitude toward reading.
Reis, S. M., Little, C. A., Fogarty, E. A., Housand, A. M., Housand, B. C., Sweeny, S. M., Eckert, R. D., & Muller, L. M.
The purpose of this qualitative study was to examine the scaling up of the Schoolwide Enrichment Model in Reading (SEM-R) in 11 elementary and middle schools in geographically diverse sites across the country. Qualitative comparative analysis was used in this study, with multiple data sources compiled into11 in-depth school case studies summarizing findings from researcher observations of the SEM-R and comparison classrooms.
Reis, S. M., Gentry, M., & Park, S.
Qualitative research in school communities explores the impact of enrichment clusters on children’s learning. Two economically disadvantaged schools with high numbers of minority students were the focus of this study.
Reis, S. M., Gubbins, E. J., Briggs, C., Schreiber, F. J., Richards, S., Jacobs, J., Eckert, R. D., Renzulli, J. S., & Alexander, M.
We investigated the type and nature of reading instruction provided for talented readers through in-depth qualitative comparative case studies in 12 different 3rd and 7th grade reading classrooms in both urban and suburban school districts over a 9-month period. Observations focused on whether a differentiated reading curriculum and/or instructional strategies were provided for talented readers.
Reis, S. M., Westberg, K. L., Kulikowich, J., Caillard, F., Hébert, T. P., Plucker, J. A., Purcell, J. H., Rogers, J. B., & Smist, J. M.
How effective and efficient is curriculum compacting with respect to teaching gifted students? Teachers received varying levels of training to implement compacting. Student achievement, attitude towards learning, and content preferences were assessed.
The Schoolwide Enrichment Model provides an adaptable framework for lasting improvements in education. Practical organizational and delivery components designed to improve creative productivity and academic achievement of all students are described.
This identification system, grounded in the Three-Ring Conception of Giftedness and the Enrichment Triad Model, attempts to address the excellence, equity, and economic issues. It is designed to be economical in terms of the time and paperwork required for identification, to provide access to special services for both traditionally high scoring students and those students whose potential may only be recognized through the use of a more flexible range of identification criteria.
Renzulli, J. S., & Park, S.
Two studies were conducted using the National Education Longitudinal Study of 1988 (NELS:88) data base. Study 1 obtained specific information about gifted dropouts regarding their reasons for leaving school, parents’ reactions, use of time, future career plans, relationships with parents and peers, and self-concept. Study 2 examined personal/educational factors related to the gifted students’ dropout behavior. Results of the studies are discussed in detail.
Renzulli, J. S., Reid, B. D., & Gubbins, J. E.
Description of the development and implementation of The National Research Center on the Gifted and Talented is provided for the first federally funded g/t center. Summaries of proposed studies from the early 1990s are highlighted.
How applicable is cooperative learning to academically talented students? Practical insights into various strategies associated with cooperative learning are offered for consideration. Descriptions of useful models are also provided.
Can academic, social, and psychological impact from particular grouping practices on gifted and talented learners be determined? Thirteen research syntheses are analyzed with this question in mind. Interesting conclusions and guidelines for practices are reported.
There are reasons for optimism and concern with respect to the creative potential of at-risk and disadvantaged children. Recommendations regarding behaviors best avoided and encouraged are presented with particular reference to the needs of economically disadvantaged students.
What is the perception of adolescents in a rural middle school regarding perfectionism? What are the characteristics of perfectionists? What influences perfectionism in males and females and what are the consequences of perfectionism? Answers and practical advice are provided.
School performance, mental self-government, and creativity are among the aspects of giftedness examined. Each study focused on the Triarchic Theory of human intelligence and its application to various aspects of giftedness and gifted performance.
Sternberg, R. J., Grigorenko, E. L., Birney, D. P., Fredine, N., Jarvin, L., & Jeltova, I.
The goal of this study was to investigate the use of dynamic assessment to increase equity, fairness, and accuracy in the testing of abilities and achievement. Dynamic tests have been found to reveal developing expertise in underrepresented minorities that is not revealed by conventional static tests. The data collected show that it is possible to develop dynamic assessments that can be used to asses students in a regular classroom setting, such dynamic assessments tends to lead to higher student achievement, and dynamic instruction tends to reduce the achievement gap between minority and non-minority students.
Sternberg, R. J., Grigorenko, E. L., & Ferrari, M.
The traditional view of what intelligence is and what intelligence tests measure may be incorrect. An alternative view is that of intelligence as developing expertise and intelligence tests as measuring an aspect of developing expertise.
Sternberg, R. J., Grigorenko, E. L., Hart, L., Jarvin, L., Kwiatkowski, J., Newman, T., & Stepanossova, O.
The purpose of this study was to assess factors that lead to success in transitions of giftedness. The study tested the hypotheses that creative and practical abilities will become increasingly important with age and that underrepresented minority groups will score relatively higher on measures of creative and practical abilities than on measures of analytical abilities. The data analyses concluded that preschool children who are identified as gifted do perform better on a number of cognitive and achievement tasks. The difference is clearer during middle and high school, when creative and practical abilities become more important relative to analytical skills, especially for underrepresented minority students.
Sternberg, R. J., Grigorenko, E. L., Lipka, J., Meier, E., Mohatt, G., Yanez, E., Newman, T., & Wildfeuer, S.
Academic and practical intelligence may be, from an individual-differences standpoint, largely distinct constructs. This hypothesis was tested in a Native Alaska setting, and the efficacy of culturally-based triarchic teaching was also studied.
Sternberg, R. J., Grigorenko, E. L., Torff, B., & Jarvin, L.
According to the triarchic theory, human intelligence comprises three main aspects: analytical (analyzing, judging, evaluating, and comparing skills), creative (creating, inventing, discovering, imagining, and supposing skills), and practical (implementing, using, applying, and seeking relevance). Findings on infusing the triarchic theory into various curricula are presented.
Needs of students journeying through stages of career development are serviced via the Focus On Model in which modified enrichment experiences are provided for students. Creative productivity seemed to significantly heighten students’ sense of self and career aspirations.
The combined effects of grouping with appropriate curricular practices on intermediate students’ mathematics achievement are investigated. Findings indicated that teachers and their students preferred the between and within-class grouping arrangements to their typical whole class grouping plan.
Tomlinson, C. A., Callahan, C. M., Moon, T. R., Tomchin, E. M., Landrum, M., Imbeau, M., Hunsaker, S. L., & Eiss, N.
Preservice teachers in 7 universities participated in this study designed to establish how awareness of needs pertaining to academically diverse learners develops. Surveys, interviews, and observations revealed how attitudes, beliefs, and practices impact instruction.
Tomlinson, C. A., Gould, H., Schroth, S., & Jarvis, J.
This research report is a result of a 4-year qualitative case study in three very different school sites to explore how teachers contribute to the academic success of high potential, low economic students of color. Among factors influencing student success in the three schools were: the nature of the school setting and its vision for low economic students of color, the degree to which educators understood the academic and affective needs of low economic students of color, the nature of curriculum, instruction, and assessment in the classrooms, and attitudes about the role of the teacher in supporting the success of low economic students of color.
Treffinger, D. J., Young, G. C., Selby, E. C., & Shepardson, C.
This monograph deals specifically with the challenge of recognizing or assessing creativity. The primary goals of the monograph are to: provide information about the nature of creativity; identify many key characteristics and indicators of creativity; examine ways to locate, evaluate, select, and use instruments that are helpful in assessing those characteristics; identify and review many existing creativity assessment resources; and suggest some important considerations in linking assessment with instructional programming.
The purpose of this research was to extend current definitions of gifted and talented by examining the abilities of bilingual youngsters who are selected from among their siblings to serve as interpreters for their families. Young interpreters exhibit at least some of the characteristics generally measured in prospective interpreters such as memory, analytical ability, speed of comprehension and production, and stress tolerance. The skilled performance of the young interpreters can also be analyzed from the perspective of various conceptions of giftedness.
Planning and developing curricula for low income and minority gifted learners must include discussions about collaboration among professionals, choices of school program delivery models, development of parent and community support systems in nurturing potential, and opportunities for curriculum interventions.
Mathematical reasoning is highly valued in this society, yet when does math talent make itself known? How can it be identified and advanced? What are the gender differences with respect to math ability? Answers and practical advice are offered.
An investigation of schools and classrooms revealed most successful practices used to meet individual needs of high ability students. Profiles and themes are presented with research in 10 sites known for effective implementation of curriculum differentiation.
Westberg, K. L., Archambault, F. X., Jr., Dobyns, S. M., & Salvin, T. J.
Gifted and talented students in regular third and fourth grade classrooms are featured in this study of classroom instructional and curricular practices. Systematic observations of teacher-student interactions, differentiated instruction, and grouping arrangements are described.
This monograph provides a comprehensive, concise, and current overview of the law—specifically, legislation, regulations, and published court/administrative decisions—relating to gifted education for K-12 students. The narrative portion of the monograph provides an impartial and a systematic summary of the law for the lay reader, whereas the appendices and endnotes provide rather thorough and cited support for legal specialists.
The following resources are brochures designed primarily for educators and parents. Some brochures are available in Spanish.
Renzulli, J. S., & Richards, S.
Please see Parents’ section for additional brochures of interest to educators and parents.
Two academically gifted African American male undergraduates, one in an Historically Black College or University and one in a Traditionally White Institution were studied to learn more about their perceptions of how the relationships with their respective institutions led to the cultivation of their academic giftedness.
Under-representation of minority students, students with limited English proficiency, and economically disadvantaged students has been a long-standing problem in gifted education. This monograph discusses the possible causes of the problem, both within and outside the field of gifted education. It also offers possible solutions, including revising the identification process, extending gifted education to all students, and/or completely reworking the current system to eliminate gifted programs that are separate from the general education classroom.
Brighton, C. M., Moon, T. R., Jarvis, J. M., & Hockett, J. A.
Poor and minority students under-representation in gifted programs is contributed to failure of identifying and developing their talents at a young age. This report is the outcome of a two-phase, mixed-methods study designed to explore the beliefs and practices of teachers at the primary school level (grades K-2). The study focused on teachers’ beliefs about the nature of giftedness in young students, teachers’ beliefs about how giftedness is manifested and distributed across cultural and socioeconomic groups of young students, and teachers’ classroom practices related to talent development in the primary grades. Findings showed that talent development for typically underserved children in primary grade classrooms are affected by factors internal to the teacher, forces on the teacher outside the self, teacher behaviors, and observable student behaviors and verbal responses.
Callahan, C. M., Hunsaker, S. L., Adams, C. M., Moore, S. D., & Bland, L. C.
This multifaceted study examined literature, locally developed and standardized identification instruments, procedures, and different identification strategies. Reviews of exemplary practice led to the development of standards for identification, assessment, and screening.
Callahan, C. M., Tomlinson, C. A., Hunsaker, S. L., Bland, L. C., & Moon, T. R.
This resource provides detailed information on instruments and evaluation designs. The focus is on current practices of gifted programs and the usefulness of evaluation for decision-making.
Callahan, C. M., Tomlinson, C. A., Moon, T. R., Tomchin, E. M., & Plucker, J. A.
This three-year research project focusing on low income, minority students found that broader conceptions of giftedness, new identification processes, increased teacher awareness of talent, and family outreach positively affect success in school.
What is talent in the visual arts? This and many other current issues and practices relative to identifying gifted and talented young people in the visual arts are examined. Practical suggestions are provided in a step-by-step identification procedure.
Frasier, M. M., García, J. H., & Passow, A. H.
Research and literature review centers on the assessment and identification of potentially gifted students. Major reasons for the underrepresentation of special populations in gifted programs are analyzed.
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., García, J. H., Martin, D., & Frank, E.
Observation of traits, attributes, and behaviors serve well in the process of identifying potentially gifted and talented students from economically disadvantaged families or students with limited English proficiency.
Frasier, M. M., Martin, D., García, J. H., Finley, V. S., Frank, E., Krisel, S., & King, L. L.
If a potentially gifted child comes from an economically disadvantaged family and has limited proficiency in English, how will he or she be identified? This document addresses issues relating to possible underrepresentation in gifted programs and provides practical suggestions.
Frasier, M. M., & Passow, A. H.
Five elements featuring a new paradigm of giftedness are presented and discussed. The monograph sections provide practitioners with insight as to how giftedness may be identified among all groups of young people.
This monograph presents the argument that particular attention must be paid to the impact of extrinsic constraints on the motivation and performance of gifted children coming from linguistically and culturally diverse backgrounds. Concrete suggestions are made as to how policy makers, administrators, and teachers can work together to create an inclusive school and classroom atmosphere that will promote the development of creativity and excitement about learning for all gifted students.
Kaufmann, F., Kalbfleisch, M. L., & Castellanos, F. X.
This monograph summarizes current scientific knowledge about Attention Deficit/Hyperactivity Disorder (ADHD) in children and parents issues related to ADHD in gifted students. Causes, assessment, diagnosis, educational strategies, and medical interventions are discussed.
Home and school environments of high ability, Hispanic, bilingual students played essential roles in socio-emotional and cognitive development. Case studies of 12 elementary students revealed the importance of emotional support, family values, Hispanic legacy, safe school environment, flexible grouping, and English support as needed.
The cultural and socioeconomic diversity of the U.S. school population is now and long has been underrepresented in programs for academically advanced students. Although educators have offered several proposals for increasing the diversity of programs for the gifted and talented, none directly addresses the central problem in identifying academic talent. The problem is to find a way to identify and assist these children without compromising the ability of programs to serve children who already display high levels of academic and cognitive development. The goals of this monograph are (a) to explain why an aptitude approach to talent identification accomplishes these goals and (b) to illustrate how schools can implement this approach.
The author has developed a unique performance-based assessment in which children are observed by teams of teachers, counselors, paraprofessionals, administrators, specialists in education of the gifted and bilingual education, and local community members. This assessment is a culmination of many years of research and development through the Discovering Intellectual Strengths and Capabilities (DISCOVER) Projects. In this study, the author describes her own thinking and research process as the framework evolved and was tested. Then, a descriptive account of the assessment, along with many ways the curriculum principles of DISCOVER can be implemented in general classrooms or classrooms for gifted students are presented. Practical applications of the assessment are presented with real examples of six case studies of schools, school districts, a state, and two other countries using the models.
Moon, T. R., Brighton, C. M., Hertberg, H. L., Callahan, C. M., Tomlinson, C. A., Esperat, A. M., & Miller, E. M.
The purpose of this research was to conduct a reliability and validity study on Sternberg’s School Characteristics Inventory—a 116-item Likert scale questionnaire—using data from a larger study on the effectiveness of innovations addressing academic diversity. Results showed credence to the reliability and validity of the questionnaire and tentatively support the organizational modifiability construct theorized by Sternberg.
Oreck, B., Baum, S., & McCartney, H.
Little information exists about identification and nurturance of artistic talent from diverse populations, especially those from economically disadvantaged circumstances. This study followed 23 children and young adults aged 10-26 as they progressed through three different stages of learning in music and dance.
Passow, A. H., & Rudnitski, R. A.
After analyses of elements found in 49 of 50 state policies regarding identification and nurturance of potential talent, suggestions are made for comprehensive programs and services for gifted and talented students.
The components of a comprehensive assessment are described in this monograph. The psychologist needs to consider group versus individual testing, the recency of the standardization, and the possibility of out-of-level testing. Testing highly gifted, testing the very young, and encountering the rare coached student are discussed, as well as issues concerning assessment of children from underserved minorities and/or ethnically isolated families.
The following resource is a brochure designed primarily for policy makers.
Baum, S. M., Renzulli, J. S., & Hébert, T. P.
The impact of creative productivity via Renzulli’s Type III enrichment on underachieving students is encouraging. Researchers and teachers trained in the Enrichment Triad Model implemented interventions that, for most students, led to positive gains in achievement levels.
This study examined the relationships among students’ self-perception, attitudes toward school, study and organizational skills, achievement motivation, attributional style, gender, parental involvement and style, parental income and parental level of education, and students’ academic performance or achievement. Using previous research in motivation and gifted achievement a model was developed to represent the relationships among the student and parent variables and achievement.Students’ socioeconomic status was found to have the strongest relationship with academic achievement followed by achievement motivation, study and organizational skills, and parental involvement and responsiveness. Results suggest that achievement motivation does not serve as a mediator between parental involvement and style and achievement, or between socioeconomic status and achievement.
Behavioral manifestations are strikingly similar between ADHD and creativity. Is any overlap significant? Parents and educators are invited to weigh the consequences of misdiagnosis in bright and creative children and their possible referral for psychological screening.
What can be done with a population of students who constitute a major concern for educators, counselors, and educational reformers? Academic, social and emotional, psychological, and other issues are discussed to bridge education and counseling.
Recent collective efforts of leaders in the field of gifted education have focused attention on gifted African American students, their identification, and their placement in gifted programs. Critical issues related to continued program involvement are addressed.
Are African Americans underrepresented in programs for gifted and talented students? This study researched this question, while examining student identification procedures, attitudes, and perceptions associated with discrimination and underachievement.
Frasier, M. M., Hunsaker, S. L., Lee, J., Mitchell, S., Cramond, B., Krisel, S., García, J. H., Martin, D., Frank, E., & Finley, V. S.
What recognizable attributes characterize giftedness in children from minority or socially disadvantaged backgrounds? Literature reviews and qualitative content analysis provided the basis of viable procedures that facilitate teachers’ recognition of target populations.
Frasier, M. M., Hunsaker, S. L., Lee, J., Finley, V. S., Frank, E., García, J. H., & Martin, D.
Survey results provide insights into perceptions held by educators with respect to identification of gifted minority and economically disadvantaged students. Implications of the study are discussed with an emphasis on appropriate staff development.
This study describes the current educational status of Latino students in the United States and attempts to explain their relatively low educational performance. Some of the structural and socio-cultural barriers to academic achievement for Latino students include poverty, poor schooling, language differences, low educational levels of parents, and lack of social capital. Several theoretical models are presented to explain why some Latino students, in spite of all of these barriers, manage to defy the odds and succeed academically.
Gender and racial stereotyping interfere with student achievement, as does the misconception that all mathematical and scientific geniuses were recognized as such from birth! Helpful suggestions are offered to pre-college and collegiate level mathematics teachers.
Hoge, R. D., & Renzulli, J. S.
Conclusions are drawn from a review of research relating to the constructs of self-concept and giftedness. Implications for further research and the counseling of gifted students are discussed and recommendations are offered.
Hunsaker, S. L., Frasier, M. M., Frank, E., Finley, V. S., & Klekotka, P.
Students identified via the Researched-Based Assessment Plan were placed in gifted programs. First-year performance and attitudes of students and parents towards gifted programs were also studied.
Reid, B. D., & McGuire, M. D.
Is an IQ of 140 the only criterion for giftedness? Are all gifted students superior in almost every way to other students? Students with disabilities or behavioral problems, though often overlooked, may be gifted.
Reis, S. M., Hébert, T. P., Díaz, E. I., Maxfield, L. R., & Ratley, M. R.
Why do some academically talented students fail in school when others succeed? Using qualitative research methods achieving and underachieving students with similar high abilities were compared. Perceptions about the learning community provide guidance.
Reis, S. M., Neu, T. W., & McGuire, J. M.
High ability students with learning disabilities present perplexing problems that need to be addressed through support services and programs. Success is possible as this qualitative study of 12 young college-age students indicates.
Reis, S. M., Schader, R., Milne, H. J., Bloomer, R., Shute, L., Williams, G., Tieso, C., Stephens, R., & Don, A.
This monograph describes the Music & Minds program. The purpose of the research was to investigate the implications and impact of a strengths- and interests-based program on a special needs group of young adults with Williams syndrome. This exploratory study employed multiple methodologies. Comparative case study and descriptive analysis were used to examine the experiences of the participants, and a mixed methods approach provided input into the effectiveness of using music (a self-reported area of interest) to achieve gains in a demonstrated deficit area (fractions). Findings from the 10-day residential program showed that when academic learning was incorporated into an enriched music-infused curriculum, achievement increased and enthusiasm for learning was enhanced.
Consider a gifted student with cerebral palsy unable to communicate with speech. Two such students were studied to determine how they indicated their intellectual abilities. The best instructional strategies to facilitate their abilities are documented.
The following resources are brochures designed primarily for educators. Some brochures are available in Spanish.

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