Literaturnachweis - Detailanzeige
Autor/in | Warne, Russell T. |
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Titel | A Welcomed Intrusion: A Response to Card and Giuliano's Evaluation of a Gifted Program |
Quelle | In: Journal of Advanced Academics, 27 (2016) 2, S.65-72 (8 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1932-202X |
DOI | 10.1177/1932202X15627478 |
Schlagwörter | Special Education; Gifted; Program Evaluation; Educational Research; Economic Research; Educational Theories; Research Design; Regression (Statistics); Program Effectiveness; Research Problems; Florida Special needs education; Sonderpädagogik; Sonderschulwesen; Begabter, Hoch Begabter; Programme evaluation; Programmevaluation; Bildungsforschung; Pädagogische Forschung; Wirtschaftsforschung; Educational theory; Theory of education; Bildungstheorie; Forschungsdesign; Regression; Regressionsanalyse; Forschungskritik |
Abstract | Card and Giuliano conducted a regression discontinuity study in a large Florida school district to investigate the magnitude of academic benefits of the district's gifted program. They found that for children identified as gifted through an intelligence test, the program provided few or no benefits. But children who were admitted to the gifted program because of high achievement test scores received academic benefits in multiple school subjects. This study--performed by economists with no vested interest in educational theory or practice--is a welcomed contribution to the gifted education research because it touches upon issues of identification, diversity, program evaluation, and more. However, Card and Giuliano's contributions to gifted education theory are more limited. Nevertheless, gifted education is better off because of their study, and I welcome other "intrusions" from non-educational scholars into gifted education research. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |