Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions

Autor/inn/en	Siegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A.
Titel	Barriers to Underserved Students' Participation in Gifted Programs and Possible Solutions
Quelle	In: Journal for the Education of the Gifted, 39 (2016) 2, S.103-131 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353216640930
Schlagwörter	Disadvantaged; Disproportionate Representation; Minority Groups; Social Bias; Barriers; Academically Gifted; Scaffolding (Teaching Technique); Feedback (Response); Learner Engagement; Talent Development; Academic Achievement; At Risk Students; Cultural Differences; English Language Learners; Rural Areas; Hispanic American Students; American Indian Students; African American Students; Asian American Students; Pacific Islanders; Teacher Student Relationship; Identification; Intervention + Suchen Sie Ihr Suchwort? Ethnische Minderheit; Begabtenförderung; Talentförderung; Schulleistung; Kultureller Unterschied; Rural area; Ländlicher Raum; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Asian immigrant; United States; Asiatischer Einwanderer; USA; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Teacher student relationships; Lehrer-Schüler-Beziehung; Identifikation; Identifizierung
Abstract	Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in rigorous experiences, including interactions with one another. Talent development is a two-part process. First, educators and parents must provide opportunities for talent to surface, and then they must recognize the talent and provide educational opportunities that engage the emerging talent and move it to exceptional levels. Unfortunately, a variety of barriers exist that limit underserved students' participation in this process. We discuss these barriers within a proposed model of talent development. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01