After the Marland Report: Four Decades of Progress?

Autor/inn/en	Jolly, Jennifer L.; Robins, Jennifer H.
Titel	After the Marland Report: Four Decades of Progress?
Quelle	In: Journal for the Education of the Gifted, 39 (2016) 2, S. 132-150Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353216640937
Schlagwörter	Forschungsbericht; Special Education; Gifted; Academically Gifted; Research; Federal Government; Educational Needs; Federal Legislation; Educational Legislation; National Security; Elementary Secondary Education + Suchen Sie Ihr Suchwort? Special needs education; Sonderpädagogik; Sonderschulwesen; Begabter, Hoch Begabter; Forschung; Bundesregierung; Educational need; Bildungsbedarf; Bundesrecht; Bildungsrecht; Schulgesetz; National territory; Security; Staatsgebiet; Sicherheit
Abstract	The release of the Marland Report in 1972 is often described as a watershed moment in the field of gifted education and remains a touchstone for the field today. The report presented the federal government's formal definition of giftedness and outlined the unique learning needs of gifted students and the challenges faced by these students in U.S. schools. This article presents an examination of the goals and outcomes set forth in the Marland Report, the context within which the report evolved, and lessons learned, which can lead to an improved understanding of this legislation and the state of the field today. (As Provided).
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Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01