Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K

Autor/inn/en	Adelson, Jill L.; McCoach, D. Betsy; Gavin, M. Katherine
Titel	Examining the Effects of Gifted Programming in Mathematics and Reading Using the ECLS-K
Quelle	In: Gifted Child Quarterly, 56 (2012) 1, S.25-39 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0016-9862
DOI	10.1177/0016986211431487
Schlagwörter	Academically Gifted; Academic Achievement; Programming; Grade 5; Educational Policy; Mathematics Achievement; Reading Achievement; Educational Attitudes; Longitudinal Studies; Best Practices; Educational Practices; Grade 3; Grade 4; Achievement Gains; Program Effectiveness; Causal Models; Comparative Analysis; Comparative Testing; Improvement Programs + Suchen Sie Ihr Suchwort? Schulleistung; Programmierung; School year 05; 5. Schuljahr; Schuljahr 05; Politics of education; Bildungspolitik; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Bildungspraxis; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Achievement gain; Leistungssteigerung; Kausalanalyse; Effizienzsteigerung
Abstract	This study examined the average effects of schools' third through fifth grade gifted programming policy in mathematics and reading on overall school achievement, on gifted students' achievement and academic attitudes and on nongifted students' achievement and academic attitudes. Data and results represent a broad, national look at school personnel-reported programming without distinction as to type, length, or degree of programming. No detrimental effects were found at the overall school level or for nongifted students. However, the results also indicated that, on average, the diverse programs reported in the Early Childhood Longitudinal Study, Kindergarten Class of 1988-1989 (ECLS-K) database had no effect on gifted students' achievement or academic attitudes. Considered in light of prior research indicating benefits of specific programs and existing inconsistent policies and programs, this suggests the need for future research to determine effective program characteristics and suggests that policy makers, educators, and parents actively must seek research-based practices to use with gifted children. (Contains 3 tables and 5 notes.) (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	2017/4/10