Gifted and Talented Portfolio Assessments Rationale It has been brought to the school’s attention that there is a need for a more perpetual and comprehensive assessment of students while they are served in the Gifted and Talented Program. Formative assessments provide opportunities to evaluate student performance while the students are being served in the Gifted and Talented Program. Portfolios are an excellent way to evaluate student performance while also helping self-direct their learning and
education of the gifted and talented student is often neglected in this country. The neglect is not done on purpose but it is sometimes due to the lack of information on the education of this particular student. Teachers must first understand the gifted and talented student, familiarize themselves on more appropriately educating the student and learn to work with parents, guardians and other teaching professionals to provide for the academic needs of the gifted and talented student. The Gifted and Talented
identified as gifted and talented in schools receive special supports that very in model and instructional practices greatly (Bui, Craig, & Imberman, 2012; Esquierdo & Arreguín-Anderson, 2012; Young & Balli, 2014). Bui et al. (2012) asserted there are currently three million students who are classified as gifted in schools; however, demographics including girls, students with learning disabilities, students from poverty, and bilingual students are significantly underrepresented in gifted and talented programs
Fall 2018, Urban Sociology 187.8763 American Journal of Education, vol. 118, no. 1 (November 2011), pp. 57–86, Katherine M. Barghaus and Erling E. Boe. “From Policy to Practice: Implementation of the Legislative Objectives of Charter Schools” The authors of the academic journal “From Policy to Practice: Implementation of Legislative Objectives of Charter Schools” Barghaus and Boe explain the importance of implementing rules or legislative objectives that regulate the activities of charter schools
global socio-economic environment (State Program on Development of Education in the Republic of Kazakhstan for 2011–2020). Kazakhstan is on the way of its transformation to be one of the 50 most competitive countries in the world. To achieve this ambitious goal, the country is overhauling its educational system to be able to produce quality human capital as it will significantly result in benefit for economy and society (Bhuiyan, 2011). Therefore, gifted education is considered to be a core element
PART A Brisbane Catholic Education ensures that schools are an inclusive, supportive and engaging environment for all students, staff and caregivers. It strives to build a community that values, celebrates and responds to diversity (Brisbane Catholic Education, 2015). Catholic schools cater for students who have a diverse range of personal characteristics and experiences. These characteristics and experience include various physical, religious, cultural, personal health or wellbeing, intellectual
seen a widening of white-black and white-Hispanic achievement gaps (Reardon, et al, 2013). A broad, sweeping federal definition would, I feel, achieve similar outcomes. Some gifted students, in particular students of minorities and subgroup populations, may not be easily identified for reasons that can be attributed to cultural or socio-economic differences, to differences in opportunity to learn, to disabling conditions that may mask giftedness, or to biases in the identification process (p.
1. Curricular offerings should be integrated with the regular curriculum; At Lackland, gifted students in pull out programs are receiving the same curriculum in their classroom as other students are receiving in their general classrooms. Therefore, Lackland is meeting this goal. They are ensuring that students are mastering the skills and content that they would have learned in their general education class before moving on to supplemental experiences (Brighton and Wiley 2013, p. 191). 2. The students
demand of 21st century due to some factors: globalization trend, development of human capital, implementation of the reform on the support and development of schools for gifted students and the poor results of Kazakhstani students in PISA. Since this paper is focused on research projects in the framework of gifted education, it is essential to determine the concepts of “children as researchers” and “gifted education” by answering the question “What” and then, discuss the reasons of “Why”.
Researchers founded approaches to assessment, cross-cultural curriculum, program implementation and intervention and structural changes that develop proportionality, when applied in a culturally receptive manner. (Briggs, et al., 2008; Joseph & Ford, 2006). Schools need to identify children in need of additional support prior and improve