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This column is devoted to the top ten issues that parents face in educating their gifted children in school settings. VanTassel-Baska describes how parents in partnering with others can collaborate with their child’s teacher, the school, and administrators. The author encourages parents to advocate for advanced curriculum, a variety of high school options, advanced instruction and courses, and counseling services. Parents must educate themselves about assessment and the use of off-level tests and products and portfolios to determine student progress. Parents must also advocate for professional learning for teachers of gifted students. In closing, the author encourages parents to supplement learning obtained in school with community resources.

Semantic Scholar extracted view of "Desarrollo del currículum para alumnos de primaria con altas capacidades en las enseñanzas de ciencia" by Joyce Vantassel-Baska

Dr. James Gallagher published widely on most topics in gifted education, and was often invited to provide commentary on basic theories of giftedness for audiences of psychologists and educators. His own background as a psychologist and special educator as well as a gifted educator positioned him well to hold the theoretical views he did on the nature of giftedness and how it might be nurtured. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Many in the field of gifted education have suggested that new conceptions of giftedness and a new paradigm for identifying and selecting students will help low socioeconomic and minority students become more represented in gifted programs. This new paradigm of identification would recognize the different ways in which students display giftedness and would call for more varied and authentic assessments. Based on our current understanding of the problem of underrepresentation of low-income and minority students in gifted programs and preliminary studies, the use of performance-based assessment as a nontraditional tool for enhancing the possibility of greater representation of such students in these programs appears to be a promising development. Performance assessments focus on challenging open-ended problems that require high-level thinking and problem solving, and put an emphasis on the process the student uses to come to an answer rather than on whether or not the student can quickly find the right answer. This chapter examines the academic and social-emotional impact of performance task assessment, utilizing data from a follow-up study of gifted students' identification and achievement profiles over 6 years and vignette analyses of students of special prototypes in terms of SES, ethnic membership, and ability profiles. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Assessing nontraditional students who come from culturally diverse backgrounds, low socioeconomic households, or who have limited English language proficiency has long been a concern in psychology and education. With an increasingly large and diverse student body in U.S. schools, there has been a corresponding press for equitable assessment and representative identification of ethnic and racial minority students for inclusion in special education programs, including programs for the gifted and talented. Additional efforts and new directions have been required to ensure that equitable assessment and identification practices are employed for all students in U.S. schools, especially for those nontraditional students who historically have been disenfranchised by the educational system. This chapter explores two innovative and promising strategies for accurately and representatively identifying diverse populations of students as gifted and talented, while reducing the sometimes biased overlays of language, culture, and poverty. The two primary instruments addressed in this chapter are the Universal Nonverbal Intelligence Test (Bracken & McCallum, 1998), which assesses cognitive functioning from a nonverbal assessment paradigm, and the Clinical Assessment of Behavior (Bracken & Keith, 2004a), which assesses teachers' and parents' perceptions of students' behavioral functioning, including important behaviors associated with giftedness (e.g., social skills, competence, executive functioning). Other instruments will be mentioned in passing. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Sternberg explores a new use for alternative assessment as a value-added aspect of identification of gifted learners, exploring the employment of practical and creative performance-based assessment tasks as part of a college admissions process at a selective university. Rather than discontinue the use of the SAT, which he argues measures primarily analytical abilities, he and his Rainbow Project collaborators devised a system that added additional tasks to the college application form, resulting in finding more minority students who qualified for admission during the pilot year of the initiative. The theory underlying this new "Rainbow Assessment" is the theory of successful intelligence (Sternberg, 1997), which also forms the basis for a theory of giftedness (Sternberg, 2000, 2005). His pilot use of this multifaceted testing approach at grades 4-7 also is briefly described. Sternberg concludes his chapter by asserting the need to identify for diversity and to validate tests that are successful in doing so. Such a stance provides a strong purpose for identification, yet it is clearly different from our testing history that has sought to identify the students who are most advanced in cognitive development across and within areas of learning. Sternberg then raises an important issue about the core purposes of testing for gifted programs: Should diversity trump evidence of advanced ability? (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Robinson provides an important cautionary tale about the use of alternative assessments. She clearly argues for the retention of more traditional tests as a way of ensuring that underrepresented populations are not overlooked in the identification process. In crafting her argument for traditional tests, she cites literature supporting the use of both aptitude and achievement tests to find students who already are demonstrating giftedness, the majority of students we seek to find. In identifying students of promise, she suggests that such tests may be useful but far from conclusive in locating these students, suggesting that traditional measures also need to be considered. An important issue raised in her chapter is that of the purpose for which the testing is done, noting the need to provide the optimal match between the tools employed to find students and the program provided to serve them. If giftedness is defined as advanced cognitive development, then we have many traditional measures that can identify it, according to Robinson. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

Most conceptions of giftedness have been based on intellectual and academic potential or aptitudes for high-level performance in a valued human endeavor. Individual characteristics have been used as markers for acknowledging advanced development at each stage of development. Moreover, these conceptions have driven our responses to advanced development in schools, in the work world, and in the larger society. As a society in general, we have chosen to ignore positive individual differences in favor of focusing on individual pathologies. Yet, some pockets of our society have always acknowledged the need for talent development through selective admission to mentorships and tutorials, advanced education, and work settings including the military, sports, and political spheres. This chapter discusses the research on conceptions of giftedness and the curriculum interventions that address a domain-specific approach at different stages of development. It explores: (1) the argument and evidence for a domain-specific conception of giftedness, (2) the identification models that prevail in practice, featuring the Stanley talent search model as the most systematic, and (3) an approach to intervention that features the Integrated Curriculum Model, a differentiated model of curriculum found effective with K-12 populations. The role of educators to foster talent development rather than let it lie dormant also receives comments. Finally, implications are drawn for an integrated tapestry of learning that may serve as a model for advanced interventions at all stages of development. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)

The life and work of Sir Francis Galton is surely the most important in any history of the field of gifted education. He not only was the first to study giftedness in a serious way but also invented statistical techniques such as correlation and regression in order to use statistics to handle the data sets he constructed. His interest in children in schools and women in hospitals led to his initiating questionnaires to collect data on needs in both settings. Galton's investigations led to improved attention to vision and hearing needs of children and to pregnancy issues related for women. Thus, his work impacted many aspects of what we still do today in education in general as well as in gifted education. This chapter discusses Galton's contributions to the field. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Considering this orientation to gifted learners and their needs, this chapter will (1) examine the philosophical underpinnings of curriculum for gifted learners, (2) discuss the research base of various curriculum models, (3) examine embedded affective curriculum options for gifted learners, (4) share ideas for evaluating the implementation and the effectiveness of curricular and affective components of an overall schoolwide system of service for gifted learners, and (5) describe implications for support personnel like counselors and psychologists for working with gifted students. (PsycInfo Database Record (c) 2023 APA, all rights reserved) (Source: chapter)

This chapter focuses on a school-based concept of giftedness wherein an individual demonstrates outstanding levels of achievement or competence in one or more domains. The conception of giftedness employed by a school district is the foundation for all subsequent decisions such as identification, programming, curricula, teacher preparation, and program evaluation. Additionally, given the diverse needs of gifted and talented students, policies must be in place and programming must be flexible and responsive to the needs of particular learners at a given stage of development in order for a student's ability in a domain to be realized and demonstrated. Teachers who work with these learners must be carefully selected and trained in gifted education. Finally, gifted learners require high-powered curriculum to ensure a depth and sophistication of content, commensurate with their unique needs. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

Conceptions of giftedness that focus on domain-specific considerations hold the most promise for promoting talent development in individuals at all stages of development because of the capacity to make appropriate correspondences between aptitudes and interventions, between predispositions and interests, and between the life of the mind and creating a life in the real world. Although general intelligence thresholds matter in real-world and school-based problem-solving situations, the level of g necessary to function at very high levels in specific domains remains debatable (Tannenbaum, 1996) and may depend greatly on a particular discipline or field (Jensen, 1998). This chapter explores the theories and applications of domain-specific giftedness as they have been articulated to date and analyzes how they differ from other conceptions of giftedness. The chapter concludes with applications of a domain-specific conception of giftedness to practice in the areas of identification, curriculum and instruction, and assessment in school and beyond. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: create)

Considerations in designing and developing curriculum for gifted students is a dynamic enterprise, influenced by many factors in the larger environment of education and the field of gifted education itself. Standards debates, ethics infractions, the development of new models, methods, and materials all influence how we view curriculum for gifted students and its essential components. This chapter addresses considerations considered universal and timeless, as well as newer considerations on the basis of contemporary topics. The context is aimed at K–12 educational landscapes, although the ideas have salience for college experiences at the undergraduate level as well. The chapter lays out the considerations for development of a specialized curriculum for gifted students, and the features of designing such curriculum. It concludes with a checklist that may be used for purposes of development and design on the basis of the commentary provided. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: chapter)

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)

"Conceptual Foundations and Theoretical Lenses for the Diversity of Giftedness" / L. M. Cohen et al "Theory and Research on Curriculum Development for the Gifted" / J. VanTassel-Baska "The Schoolwide Enrichment Model" / J. S. Renzulli and S. M. Reis "Instructional Psychology and the Gifted" / H. Gruber and H. Mandl "Education and Development of Verbally Talented Students" / P. Olszewski-Kubilius and S. P. Whalen "Nurturing Talents/Gifts in Mathematics" / W. Wieczerkowski et al "Talent Development in Science and Technology" / M. C. Pyryt "Promotion of the Gifted in Vocational Training" / R. Manstetten "Giftedness: The Ultimate Instrument for Good and Evil" / A. J. Tannenbaum "New Trends in Research on Moral Development in the Gifted" / A. Pagnin and O. D. Andreani "Programs and Strategies for Nurturing Creativity" / A. J. Cropley and K. K. Urban "Developing Gifted Programs" / S. M. Moonand H. C. Rosselli "Academic Competitions and Programs Designed to Challenge the Exceptionally Talented" / J. R. Campbell et al "Evaluation as a Critical Component of Program Development and Implementation" / C. M. Callahan "Cross-cultural Studies in Gifted Education / L. Hernández de Hahn (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: book)