No description available.

The purpose of this study was to examine gifted education programs in public schools in Northeast Tennessee. There is a wide disparity among established gifted programs regarding the identification of the students, the eligibility of the students, and the services they receive. This disparity has led to varying levels of support and service for gifted children in Northeast Tennessee. A survey was developed and distributed to individuals who oversee the gifted department in their school system. Data were collected regarding gifted student identification processes, individual program requirements, funding of gifted programs, professional development, and advanced teacher training. National research has been directed towards the identification of gifted students and the types of programs that might be optimal for students with high intellectual abilities. This study was a descriptive analysis of the identification process of gifted children and the programs and policies in place in a purposeful sample of the school systems of Northeast Tennessee. This researcher examined various aspects of funding allocation for this special population. There are significant differences in the allocation and use of resources by Tennessee school systems. The researcher also sought to identify the programs that are offered for gifted students. This study revealed that some school systems in Northeast Tennessee do not have established gifted programs. The school systems that do have established gifted programs vary. Some of these schools provided a modified gifted program that included two types of pullout programs. In the first type, students left the regular classroom or were pulled out to go to a separate classroom to receive gifted instruction once a week. In the second type, students were pulled out once every two weeks. Many of the respondents reported they provided differentiated instruction for all students. Of the school systems that had established programs, respondents reported that their schools had written objectives or philosophies for their gifted programs. The reported need for financial support was great. According to the respondents, more funds were needed to support teacher training, hire more personnel (teachers and administrators), purchase materials, and extend programs.

No description available.

Historically, the suppression of the academic development of gifted African American students, even those with a proven high IQ, resulted from the constraints of segregated learning environments and the generalized racist presumption of the inferiority of African Americans. The lack of federal policy regulating Gifted and Talented Education can be seen in the inconsistencies of every aspect of this work from identification to outcomes. Currently, over 3.3 million children are identified as gifted and talented in the United States. Yet the degree to which students are identified as mentally gifted and receive adequate programming varies dramatically from state to state, from one district to another, and based on race and socioeconomic status. Disparities in the availability and quality of Gifted and Talented Education programs along racial, socioeconomic, and geographic lines remain widespread. Though the misperception that Gifted and Talented students of any race need little support prevails, gifted students who do not have early and adequate access to gifted programming experience adverse effects. Within the historical context of the educational system and current landscape of Gifted and Talented Education, this research sought to answer three key questions. First, where and how do racial disparities manifest themselves in Gifted Education programs across the state of Pennsylvania? Second, what factors are contributing to or driving the underrepresentation of African American students in Gifted Education in Pennsylvania? Third, what strategies are being utilized at Pennsylvania state, district, and school levels to address racial disparities in Gifted and Talented Education and meet the needs of high-potential and high-performing African American students? To answer these questions, the researcher conducted a secondary data analysis of national, state, and district-level Gifted Education data; administered a survey and facilitated interviews with Pennsylvania school and district leaders; categorized participating schools based on best practices in the field of Gifted Education; and reviewed public artifacts including school district websites and annual Pennsylvania Gifted Education progress monitoring reports from 2017-2023. The overarching research themes suggested that disparities in Gifted Education exist throughout the state of Pennsylvania when compared with national data on gifted students overall and, to a heightened degree, gifted African American students. Person, place, and policy-based factors were assessed to be potentially driving and/or contributing to the underrepresentation of African American students in Gifted Education. While limited strategies surfaced that have already been used and documented to neutralize racial inequities effectively in Gifted Education, sound instructional and institutional practices were shared and strategies proposed for consideration. Key barriers to meeting students’ needs, the removal of which could potentially result in significant programmatic growth, were also revealed. In addition, the school and district leaders who participated in the study universally espoused a desire to learn more about Gifted Education, gifted students, and the inequities that impact gifted programming. / Educational Leadership

The purpose of this study is to investigate the identification methods that achieve parity for students underrepresented in Gifted and Talented (GT) Programs in Virginia. There are underrepresented gifted and talented students (GT) throughout the United States of America, including the Commonwealth of Virginia. Students of every ethnicity and socioeconomic status can need GT services. There is a need to increase equity in GT programs to show a representation of students that mimics the total representation in the school division. Data were collected from all 132 school divisions in Virginia and the school divisions that were not underrepresented for Black, Hispanic, and two or more-race students (Non-Hispanic) (NH) were studied further. There were 12 out of the 132 school divisions that were not underrepresented for Blacks, 16 out of 132 for Hispanics and 42 out of 132 for two or more-race students (NH). In those 70 school divisions, GT plan reports were researched for identification methods used to be accepted into the GT program. Identification methods included: which of the four area of giftedness they were admitted into, which of the seven multiple criteria were used, and which standardized test/s were taken. In this study, the identification process used in GT programs in Virginia to ascertain favorable practices to achieve parity in minority representation was researched. This updated research study was as close as possible to the Palmer (2009) study. There was an increase for all three chosen racial groups since 2009. The increase could only be one standardized test. All other results were inconclusive. / Doctor of Philosophy / This study on the identification methods used for a student's admission into Gifted and Talented (GT) programs was conducted to see if the methods used to qualify them for services had anything to do with the underrepresentation of Black, Hispanic, and two or more-race students (Non-Hispanic). There is a problem with the overrepresentation of Whites and Asians and an underrepresentation of these minority races in GT education and it needs to end. There are GT students that require GT programs to enrich or advance these students learning. The school divisions with equity for these races were studied to see what they were doing right to achieve this goal. Researched were the seven multiple criteria used to identify GT students, what area of giftedness they were placed in, and the standardized test taken. These measures were checked for similarities in the school divisions in Virginia that may give us information on what made them equitable. The results included 28 school divisions with equity for Blacks and Hispanics and 42 for two or more- race students (NH). There are still an abundance of Black and Hispanic students not qualifying for GT services. Two or more-race students have equity now. None of the criteria could be attributed to this underrepresentation.

The present research inserts itself in the Research Line of Special Education of the Course of Mastership of the Program of Post-Graduation in Education of the Federal University of Santa Maria UFSM. The interest of doing this research came from the moment that a female student with gifted and talented features was led to the project PIT team to proceed a pedagogical evaluation. This evaluation had the aim of verifying if this student could achieve the pedagogical conditions to enter in the first grade of the elementary school precociously. After the conclusion of the pedagogical evaluation it was realized that the student was pedagogically able to enter the school. From this fact, we investigated the process of school inclusion of the student with gifted and talented features, who attended the first grade of elementary school in a state public school in Santa Maria RS, problematizing questions related to school inclusion. Besides, other questions guided this study, among them: to accomplish a survey of the gifted and talented features this student showed during the observations in the classroom and on the family environment; to investigate in what way the disciplinary devices were used by the teacher A to become efficient the action of disciplinary power over the students bodies , especially on the observed student; to verify how the normative practices act around of the gifted and talented students; to analyze the speeches produced by the school inclusion polities; to propose a discussion about the school inclusion of the gifted and talented students hoping to problematize it. To answer these questions, I have made use of some Foucault s references besides other researchers who study this area. The data were collected from the observation of the daily routine in the classroom that the student was registered, as well as enrichment school activities, besides interviews with the student s teacher and parents. The results of the research point to a pedagogical practice that the disciplinary power and the power of the rule (FOUCAULT, 1988) contributed to the female student with gifted and talented features, in spite of being included, also was exposed to school exclusion situations. / A presente pesquisa insere-se na Linha de Pesquisa Educação Especial do Curso de Mestrado do Programa de pós-graduação em Educação da Universidade Federal de Santa Maria UFSM. O interesse em realizar esta pesquisa surgiu a partir do momento em que uma aluna com características de altas habilidades foi encaminhada para que a equipe do projeto PIT (Programa de Incentivo ao Talento) realizasse uma avaliação pedagógica. Esta avaliação tinha como finalidade verificar se a aluna obtinha condições pedagógicas para ingressar precocemente numa 1ª série do ensino fundamental. Após a conclusão da avaliação pedagógica foi constatado que a aluna encontrava-se pedagogicamente apta a ingressar na escola. A partir deste fato, buscamos investigar o processo de inclusão escolar da aluna com características de altas habilidades, que freqüentou à 1ª série do ensino fundamental de uma escola da rede pública estadual de Santa Maria RS, problematizando questões referentes à inclusão escolar. Além deste outros questionamentos nortearam este estudo, entre eles: realizar um levantamento das características de altas habilidades que a aluna manifestou durante as observações em sala de aula e no ambiente familiar; Investigar de que forma os dispositivos disciplinares foram utilizados pela professora A para tornar eficiente a ação do poder disciplinar sobre os corpos dos alunos, em especial da aluna observada; Verificar como as práticas normativas agem em torno dos alunos com altas habilidades; Analisar os discursos produzidos pelas Políticas de Inclusão Escolar; Propor uma discussão acerca da inclusão escolar dos alunos com altas habilidades buscando problematizá-la. Para responder a estes questionamentos utilizei alguns referenciais de Foucault além de outros pesquisadores que estudam nesta área. Os dados foram coletados a partir da observação do cotidiano da sala de aula em que a aluna foi matriculada, contou também com atividades de enriquecimento escolar, entrevistas com a professora e com os pais da menina. Os resultados da pesquisa apontam para uma prática pedagógica em que o poder disciplinar e o poder da norma (FOUCAULT, 1988) contribuíram para que a aluna com características de altas habilidades, apesar de ter sido incluída, também estava exposta a situações de exclusão escolar.

Submitted by Renata Lopes (renatasil82@gmail.com) on 2016-12-21T11:46:54Z No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) / Approved for entry into archive by Adriana Oliveira (adriana.oliveira@ufjf.edu.br) on 2016-12-22T12:48:53Z (GMT) No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) / Made available in DSpace on 2016-12-22T12:48:53Z (GMT). No. of bitstreams: 1 taritamachadobrandao.pdf: 1312207 bytes, checksum: 23c89e99366d0361d444dc2472dd0d64 (MD5) Previous issue date: 2010-11-26 / FAPEMIG - Fundação de Amparo à Pesquisa do Estado de Minas Gerais / As atitudes têm alto valor preditivo para os comportamentos, uma vez que fazem com que os indivíduos se aproximem – atitudes positivas – ou se distanciem – atitudes negativas – de determinado objeto. Portanto, as atitudes dos professores em relação aos estudantes talentosos e à sua educação determinarão, até certo ponto, se e como ocorrerão a identificação e o desenvolvimento desses alunos. O presente estudo teve como objetivo descrever atitudes de professores em relação aos estudantes talentosos e à sua educação. Contou com a participação de 217 docentes da rede pública de ensino de cidades de Minas Gerais e do Distrito Federal. Os professores responderam a três instrumentos, duas escalas de atitudes tipo Likert e um questionário. Após análise quantitativa dos dados, verificou-se, entre outros resultados, que a maioria dos professores não se considera dotada ou talentosa, não tem aluno com essas características e, na graduação, não teve atividade ou disciplina voltada para essa necessidade educacional especial. A experiência com identificação de dotação e talento se associou à percepção dessas características de capacidade superior em familiares, pessoas do convívio e alunos, assim como a estabelecer conversação sobre essa necessidade educacional especial. Embora os professores acreditem na importância da educação para o alunado talentoso, a maioria não se sente preparada para educá-lo. As escalas de atitudes apresentaram evidências de validade satisfatórias. As atitudes dos professores em relação aos estudantes talentosos e à sua educação foram, de modo geral, ambivalentes em ambos os instrumentos. Não foram identificadas diferenças significantes entre essas atitudes quando se considerou a experiência dos docentes na identificação de dotação e talento. São apresentadas várias associações entre as múltiplas variáveis pesquisadas e essas atitudes. Recomendam-se estudos adicionais que continuem a obter evidências de validade das escalas e que contem com amostras mais representativas da população de docentes brasileiros. Não obstante, há evidências de que aprimorar a formação docente constitui um dos passos fundamentais para promover atitudes mais positivas em relação aos estudantes dotados e talentosos e à sua educação. / The attitudes are highly predictive for behaviour, because they approach the individuals to a particular object - positive attitude – or they distance themselves from this object - negative attitudes. Therefore, the attitudes of teachers towards gifted students and their education will determine to some extent, if teachers will identify gifted students and how to identify and to develop those students. This study aimed to describe the attitudes of teachers towards gifted students and their education. 217 teachers from public schools located in cities of Minas Gerais and Distrito Federal participated in this study. Teachers responded to three instruments, two Likert scales of attitudes and a questionnaire. After quantitative analysis, the data showed, among other results, that most teachers do not consider themselves gifted or talented, they do not have students that had these characteristics and, at graduation, they had no activity or discipline that focuses on this special educational needs. Experience with identification of gift and talent is linked to the perception of these characteristics of superior ability in the relatives, person`s daily living and students, as well as establishing a conversation about this special educational need. Although teachers believe in the importance of education for gifted pupils, the majority of them do not feel prepared to educate gifted students. The scales of attitudes presented satisfactory evidence of validity. The attitudes of teachers towards gifted students and their education were generally ambivalent on both instruments. No differences were observed between such attitudes when it was considered the experience of teachers in the identification of gift and talent. This study shows a variety of associations between the multiple variables investigated and these attitudes. Additional studies with a more representative sample of the Brazilian teacher‟s population are recommended to obtain more evidence of validity of the scale. Nevertheless, there is evidence that improving teacher‟s education is a fundamental step to promote more positive attitudes towards gifted and talented students and their education

In Sweden, an egalitarian ethos has long rendered it impossible even to consider the needs of gifted and talented (G&T) children. By interviewing English and Swedish educators and Swedish governmental officials, I compare the developments in the two countries and make recommenda-tions as to how Sweden could improve its provision. Over the last ten years, following a House of Commons report in 1997, a number of measures have been implemented in England. In Sweden, some changes have taken place, notably the establishment of the focus classes [spetsutbildningar] in 2008. Although there is official support for G&T children and signs of changing attitudes in Sweden, there are still concerns about the general acceptance of G&T students' need for support and help. Their social situation is often difficult and they do not always get challenged. One recommendation is that Sweden, in line with many other countries, should investigate the option of setting a clear, national policy for gifted and talented children.

Socio-culturally diverse students with disabilities are underrepresented in gifted and talented programs. This study investigated the differences in educators' referral and placement decisions based on a students' disability label, socio-economic status (SES), and ethnicity. Two hundred and eighty five educators' (classroom teachers, school counselors, school psychologists, and school social workers) across a Florida school district participated in the study. Educators' were randomly assigned to treatment and control case vignettes that described a student with emotional/behavioral disabled (EBD) and gifted characteristics. Treatment case vignettes explicitly stated the students' disability label, socio-economic status, and ethnicity. Control case vignettes described of the student examined and did not mention the disability label, ethnicity, or socio-economic status of the student. After reading the case vignette, participants responded to a two-item questionnaire that explained their referral and placement decisions of the student described in the vignette. Participants responses to the two item questionnaire were indicated by selecting one of six choices: strongly agree, slightly agree, agree, disagree, slightly disagree, and strongly disagree. Reponses were the dependent variables being measured. A three-way factorial Analysis of Variance (ANOVA) was used to measure the differences in educators' referral and placement decisions based on a student's disability label, socio-economic status, and ethnicity. Results indicate educators' awareness of a students' disability label, socio-economic status, and ethnicity influence referral decisions. Implications are discussed and recommendations for future research are made.

The purpose of the study was to determine a definitive description of "artistic giftedness." A questionnaire was sent to Texas art teachers to find what characteristics they attribute to the artistically gifted, how they determine this, and what program goals they set. The wide variety of survey responses indicates the diversity of artistically gifted individuals. The high rating on all items indicates that all could be used as identifiers (higher rated characteristics identifying a larger population, lower rated ones, a smaller population). Responses to items dealing with identification indicate nontest methods to be most widely used. No connection was found between goals chosen and either characteristics or methods.