Download or read book The Influence of Myths and Other Factors on the Attitudes of Texas Principals Toward Mandated Gifted and Talented Programs written by Thelma Lou Avant Dowies and published by . This book was released on 1989 with total page 336 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 1995 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1992 with total page 796 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Strategies and Considerations for Educating the Academically Gifted written by Neal, Tia and published by IGI Global. This book was released on 2023-03-07 with total page 405 pages. Available in PDF, EPUB and Kindle. Book excerpt: Within the discipline of special education is academically gifted education, and this distinct area is not typically required as a topic of focus in traditional teacher preparation programs for regular education teachers. Therefore, it is essential that current research is conducted and published that provides educators, both general and special, with resources that can assist them in providing gifted students with learning experiences tailored to their individual needs. Strategies and Considerations for Educating the Academically Gifted provides a complete overview of issues relevant to gifted education and contributes to the existing knowledge in the field with the most up-to-date information to effect positive change and growth. Covering key topics such as creativity, curriculum models, and assessment, this reference work is ideal for administrators, policymakers, researchers, academicians, scholars, practitioners, instructors, and students.

Download or read book Beyond Academics Examining the Impact of Gifted Programs on Students Valuation of Education written by McKenzie Maxson and published by . This book was released on 2022 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gifted and talented programs, which provide students identified as gifted with differentiated instruction, are a widespread and decades-old solution for providing children of varying academic needs with an appropriately challenging curriculum. Though they are common throughout the United States—49 states provide gifted services for students, and there are an estimated 3.3 million gifted students in schools throughout the country—in recent years, experts and policymakers have begun to question if gifted programs are truly beneficial to students. While research on the impact of gifted programs on students’ academic outcomes has been conducted for many years, yielding mostly positive results for gifted instruction, gifted programs are facing increased pushback due to the potentially harmful effects of “tracking” students by ability group, as well as their underrepresentation of minority students. Academic tracking, some critics argue, is detrimental to students in lower ability groups, and of particular concern when those students left behind are more likely to be racial minorities. When considering whether gifted programs serve students well, however, more than just academic outcomes must be considered. Less is known about the psychological and emotional impact of these programs on students, but it is critical that we understand these potential effects to make decisions about whether placing some students in gifted programs, as young as elementary school, is an advisable practice. This study utilizes data from the ECLS-K database, a longitudinal study conducted by the U.S. Department of Education's National Center for Education Statistics of a nationally representative sample of children, to examine the potential relationship between being placed in a gifted program in elementary school and how much a student values their grades in middle school, adding to the relatively small amount of research available on the psychological impact of gifted programs. The results indicate that elementary school gifted programs have a small, positive impact on gifted-eligible students, slightly increasing the likelihood that they report their grades are very important to them in middle school. Other factors, however, including how highly a student’s parents and friends value grades, seem to have a much larger impact on students’ own valuation of education. While these results are favorable for offering gifted instruction in elementary school and provide some evidence that such programs have a positive impact on students’ attitudes toward their education, more research on the topic is needed.

Download or read book High School Principals Attitudes Toward and Perceptions of Gifted Students and Gifted Programs written by Carla Dell Bryant and published by . This book was released on 2010 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attitudes of Superintendents Teachers and Parents Toward Program Formats Designed for Gifted Students written by Elaine Parker Edlind and published by . This book was released on 1988 with total page 248 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Texas State Plan and Guidelines for the Education of the Gifted talented written by Texas Education Agency. Division of Gifted/Talented Education and published by . This book was released on 1990 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attitudes Toward Gifted and Talented Education in the Preservice Training Programs for School Principals by Heads of Programs for Educational Administration at Selected Universities written by Phillip Charles Slaymaker and published by . This book was released on 1987 with total page 464 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Texas state plan and guidelines for the education of the gifted talented written by Texas Education Agency. Office of Gifted/Talented Education and published by . This book was released on 1981* with total page 66 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Teachers Beliefs about Culturally Linguistically and Economically Diverse Gifted Students written by Catharina F. De Wet and published by . This book was released on 2006 with total page 524 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Principal s Role in the Gifted and Talented Program written by Jannie Smith Ainsworth and published by . This book was released on 1992 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Descriptive Study of Gifted and Talented Programs in Selected Exemplary Elementary Campuses in Texas written by Judy McFarlen Weeden and published by . This book was released on 2003 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt: Talented students. The study surveyed the opinions of GT teachers and GT administrators to determine if gifted education program in selected Texas schools meet the state requirement to provide an array of learning opportunities for GT students.

Download or read book Texas High School Principals Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom written by Troy K. Farris and published by . This book was released on 2011 with total page 85 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Attitudes of Graduate Educators Attending Texas Woman s University Toward Gifted Education written by Jeanne Hranitzky and published by . This book was released on 1979 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1997 with total page 1032 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Educators Perceptions of Reasons for and Strategies to Correct the Underrepresentation of African Americans in Gifted Eductaion Programs written by Deborah Ann McKinnie Dunn and published by . This book was released on 2008 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine elementary and middle school educators perceptions of the reasons for the underrepresentation of African Americans in gifted education programs. The mixed method paradigm included a combination of both qualitative and quantitative research methods. The two instruments used were an eight item interview questionnaire and a two page researcher-designed survey. The participants were selected based on the operation of their gifted eligibility teams from three selected elementary schools and twenty middle schools. Three elementary principals and three middle school principals were interviewed to gain an in-depth knowledge of the reasons for and strategies to correct the underrepresentation of African Americans in gifted education programs. Sixty-nine surveys were mailed to principals at three elementary schools and twenty middle schools of a large school system in metro Atlanta. The principals distributed the surveys to members of his or her schools gifted eligibility team. The survey assessed the reasons for the underrepresentation of African Americans in gifted education programs based on the perceptions of principals and teachers. The 31 respondents surveys, a 44.9% return rate, were analyzed and indicated that reasons for the underrepresentation of African Americans in gifted education 2 programs consisted of the following: (1) African American culture does not value intellectual giftedness; (2) Definition of giftedness inhibits identification of minority students; (3) Identification process for admission into the gifted program is problematic; (4) Low socio-economic status of African American students inhibits their identification for the gifted program; (5) Non-standard language of African American students inhibits their identification for the gifted program; (6) The educational level of African American parents negatively affects student attitudes about the gifted program; (7) Race causes African American students not to be nominated; (8) Late identification of African American students causes them not to stay in the gifted program; (9) Teachers do not recognize gifted potential of African American students; (10) Test bias works against African American students; (11) Student unwillingness to participate in the program is problematic. As a result of the principals interviews, nine strategies were formulated to address the underrepresentation of African Americans in gifted education programs.