Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners

Autor/in	Swanson, Julie Dingle
Titel	Drawing upon Lessons Learned: Effective Curriculum and Instruction for Culturally and Linguistically Diverse Gifted Learners
Quelle	In: Gifted Child Quarterly, 60 (2016) 3, S.172-191 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986216642016
Schlagwörter	Grounded Theory; Talent Development; Innovation; Teaching Methods; School Districts; Intervention; Educational Strategies; Achievement Tests; International Assessment; Elementary Secondary Education; Mathematics Tests; Science Achievement; Mathematics Achievement; Foreign Countries; Science Tests; National Competency Tests; Experimental Groups; Academically Gifted; Thinking Skills; Comparative Analysis; Educational Legislation; Federal Legislation; Interviews; Focus Groups; Qualitative Research; Colorado; Connecticut; North Carolina; South Carolina; Virginia; National Assessment of Educational Progress; Trends in International Mathematics and Science Study + Suchen Sie Ihr Suchwort? Begabtenförderung; Talentförderung; Teaching method; Lehrmethode; Unterrichtsmethode; School district; Schulbezirk; Lehrstrategie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Ausland; Denkfähigkeit; Bildungsrecht; Schulgesetz; Bundesrecht; Interviewing; Interviewtechnik; Qualitative Forschung
Abstract	Javits Gifted and Talented Education Program has provided a wealth of knowledge on culturally and linguistically diverse (CLD) gifted learners and how to support teachers in their work with CLD students. This study examined five impactful Javits projects through qualitative inquiry centered on how innovative practice takes root or not. Using grounded theory tradition, examination of Javits project participation enabled insight into how educators act and react to innovation as well as their perceptions of CLD student impacts. Data sources (documents, conversations with principal investigators, and interviews with 14 educators) provide evidence for what sustains effective, research-based practices and explores continued student benefits. Major findings are (a) context matters in sustaining innovation, (b) powerful curriculum and instruction can transform teaching and teachers, and (c) student impacts continue. Data point to leadership as an underlying element in sustaining innovation. Leaders ensure that innovation extends from broad-based goals; they develop innovation through scale-up and involvement of others; they purposefully track results. Growing effective approaches is critical to access and opportunity and CLD-gifted learners' talent development. (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