Literaturnachweis - Detailanzeige
Autor/inn/en | Briggs, Christine J.; Reis, Sally M.; Sullivan, Erin E. |
---|---|
Titel | A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students |
Quelle | In: Gifted Child Quarterly, 52 (2008) 2, S.131-145 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0016-9862 |
DOI | 10.1177/0016986208316037 |
Schlagwörter | Gifted; Program Evaluation; Talent; Identification; Student Development; Minority Groups; Cultural Pluralism; Public Schools; Educational Strategies; Data Collection; Case Studies; Research Methodology; Parent Participation; Program Effectiveness; California; Connecticut; Illinois; Missouri Begabter, Hoch Begabter; Programme evaluation; Programmevaluation; Begabung; Hochbegabung; Identifikation; Identifizierung; Ethnische Minderheit; Kulturpluralismus; Public school; Öffentliche Schule; Lehrstrategie; Data capture; Datensammlung; Case study; Fallstudie; Case Study; Research method; Forschungsmethode; Elternmitwirkung; Kalifornien |
Abstract | The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included interviews with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students' success. (Contains 3 tables.) (Author). |
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 |