Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

被引：6

作者：

Gubbins, E. Jean ^{[1
]}

Siegle, Del ^{[2
]}

Peters, Pamela M. ^{[3
]}

Carpenter, Ashley Y. ^{[7
]}

Hamilton, Rashea ^{[8
]}

McCoach, D. Betsy ^{[4
]}

Puryear, Jeb S. ^{[9
]}

Langley, Susan Dulong ^{[5
]}

Long, Daniel ^{[6
]}

机构：

[1] Univ Connecticut, Educ Psychol, Storrs, CT USA

[2] Univ Connecticut, Talent Dev, Storrs, CT USA

[3] Univ Connecticut, Storrs, CT USA

[4] Univ Connecticut, Res Methods Measurement & Evaluat Program, Neag Sch Educ, Storrs, CT USA

[5] Univ Connecticut, Project BUMP UP, Storrs, CT USA

[6] Univ Connecticut, Natl Ctr Res Gifted Educ, Storrs, CT USA

[7] Coll William & Mary, Williamsburg, VA USA

[8] Washington Student Achievement Council, Res, Olympia, WA USA

[9] Univ Montana, Gifted Educ, Missoula, MT 59812 USA

来源：

JOURNAL FOR THE EDUCATION OF THE GIFTED | 2020年 / 43卷 / 04期

关键词：

underrepresentation; bilingual; gifted students; identification of gifted children; gifted learners; LANGUAGE LEARNERS; AFRICAN-AMERICAN; STUDENTS; EDUCATION; RECRUITMENT; TEACHERS;

D O I：

10.1177/0162353220955241

中图分类号：

G76 [特殊教育];

学科分类号：

040109 ;

摘要：

The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.

引用

页码：336 / 369

页数：34

共 50 条

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