Sage Journals: Discover world-class research

Abstract

This article presents the results of a review of eight gifted programs, using the 2010 National Association for Gifted Children (NAGC) program standards as one basis for assessing the programs. Each of the six standards is reviewed in respect to the extent that programs addressed underlying indicators. Findings showed that districts met slightly over 50% of indicators for three standards. For the other three standards, only 31% to 37% of the indicators were met through district gifted programs. Areas of greatest need for further program development include developing planning tools for curriculum implementation, monitoring of program implementation efficacy, establishing the routine use of content acceleration in all subjects, and developing counseling support for gifted learners.

Keywords

standards gifted education national gifted standards evaluation

Get full access to this article

View all access options for this article.

References

Assouline

Colangelo

Lupowski-Shoplik

Lipscomb

Forstadt

(2015). Iowa Acceleration Scale (3rd ed.). Phoenix, AZ: Great Potential Press.

Classen

Lopez

D. D. S.

Winter

Awadzi

K. D.

Ferree

Garvan

C. W.

(2007). Population-based health promotion perspective for older driver safety: Conceptual framework to intervention plan. Clinical Intervention in Aging, 2, 677-693.

Creswell

J. W.

(2014). Research design; qualitative, quantitative, and mixed method approaches. Thousand Oaks, CA: SAGE.

Farah

Y. N.

Chandler

K. L.

(2019). Structured observation instruments assessing instructional practices with gifted and talented students: A review of the literature. Gifted Child Quarterly, 62, 276-288. doi:10.1177/0016986218758439

Johnsen

S. K.

(Ed.). (2012). NAGC pre-K-Grade 12 gifted programming standards: A guide to planning and implementing high-quality services. Waco, TX: Prufrock Press.

Landrum

M. S.

Callahan

C. M.

Shaklee

B. D.

(2001). Aiming for excellence: Gifted program standards. Waco, TX: Prufrock Press.

Matthews

M. S.

Shaunessy

(2010). Putting standards into practice: Evaluating the utility of the NAGC pre-K-Grade 12 gifted program standards. Gifted Child Quarterly, 54, 159-167.

National Association for Gifted Children. (2010). NAGC pre-K-Grade 12 gifted programming standards: A blueprint for quality gifted education programs. Washington, DC: Author. Retrieved from http://www.nagc.org/resources-publications/resources/national-standards-gifted-and-talented-education/pre-k-grade-12

National Association for Gifted Children. (2015). 2014-2015 state of the states in gifted education. Washington, DC: Author.

10.

Onwuegbusie

A. J.

Leech

N. L.

(2006). Linking research questions to mixed methods data analysis procedures. The Qualitative Report, 11, 474-498.

11.

VanTassel-Baska

(2018). Curriculum considerations for the gifted. In Shaughnessy

Pfeiffer

(Eds.), Handbook of gifted education (pp 349-369). Washington, DC: American Psychological Association.

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.42 MB