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Within disciplines, certain theoretical, ontological, and heuristic frameworks evolve toward axiomatic status over time. This evolution can limit disciplinary growth. Interdisciplinary theorizing can introduce trouble into such frameworks and add the tension necessary for the creation of new knowledge. This theoretical essay provides educators with new ways of thinking about teaching disadvantaged gifted youth. Differentiation, an educational philosophy, is reconceptualized as a form of critical pedagogy termed critical differentiation. The concept of the twice oppressed is presented. This concept suggests that it is possible for children to be oppressed based on social category as well as gifted classification. As in the case of the twice exceptional child who may struggle in classrooms with both dyslexia and giftedness, the twice oppressed child may struggle with both poverty and giftedness. Critical differentiation, or a merger of critical pedagogy and differentiation, may become a step toward resolving this conundrum. The concept of critical differentiation is explicated in this essay, along with sample lesson ideas and suggestions for framing research endeavors. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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The current chapter focuses on the young scholars model. Young Scholars model supports the notion of providing equity of opportunity to all students so that any child who has an exceptional ability to think, reason, and problem solve will be able to participate in classes for gifted and talented students. It is a model because it builds on existing structures and practices and highlights the importance of bringing together four elements that must be present in any effort to find and nurture potential in young learners. The two-pronged primary goal of the Young Scholars model is (a) to identify giftedness in children from diverse cultural, ethnic, and linguistic backgrounds as early as possible; and (b) to nurture, guide, and support the development of their exceptional potential so that these students will be prepared for increasingly higher levels of challenge as they progress in grade levels. The model incorporates key components that are interdependent and integral to finding and nurturing gifted potential in diverse populations. Implementation of the model leads to systemic change and a school environment that encourages continuous learning and advanced intellectual growth. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)
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The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed. (PsycINFO Database Record (c) 2016 APA, all rights reserved) (Source: journal abstract)
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Informed standards are the foundation of quality teacher preparation programs. Standards define the destination, suggest routes, and provide landmarks to creating programs that graduate effective gifted education teachers who then positively influence our high-ability students. The Council for the Accreditation of Educator Preparation (CAEP) views the NAGC-CEC Teacher Preparation Standards in Gifted Education as the benchmark of excellence. This guidebook provides the map to using the NAGC-CEC standards to build an effective teacher preparation program, including information on providing quality clinical experiences and measuring the outcomes of those experiences. You will find information on how the 2006 and 2013 teacher preparation standards differ and the research base used in creating the standards. The guidebook was written by teacher educators who are among the best in the field of gifted education. There are two important new sections in this updated guide. One addresses creating partnerships with K-12 schools, parents, and the community at large. Gifted education is a collaborative effort, and providers need to be strategic in sharing the value of and the specifics of effective gifted education strategies. The other new section discusses how to work with our general education colleagues to incorporate gifted education into general education teacher preparation courses. This is crucially important considering the general education teacher is typically the gateway to gifted education assessments and services or, in many cases, is the primary provider of advanced coursework. Finally, information is provided on preparing a program report for CAEP program review. This section includes examples of quality elements, as well as areas of concern that can assist programs as they apply to become nationally recognized. We are seeing increased attention to the connection between developing high levels of giftedness and talent in all student populations and the success of the nation. This guidebook will assist schools and districts in supporting that talent development by graduating superior gifted educators. (PsycInfo Database Record (c) 2022 APA, all rights reserved) (Source: foreword)
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