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Theory Into Practice, Spring, 2005
Tags: Ford Motor Co., talent
In the first article, Renzulli presents a model for schools that infuses talent development strategies throughout the curriculum. More specifically, the model includes specific strategies for increasing student effort, enjoyment, and performance, and it integrates an array of advanced-level learning experiences and thinking skills in all curricular areas.
- More Articles of Interest
- Gifted programs and services: what are the nonnegotiables?
- Identifying gifted students from underrepresented populations
- Identification concerns and promises for gifted students of diverse populations
- Integrating multicultural and gifted education: a curricular framework
- Parent advocacy for culturally diverse gifted students
When such models are used, Renzulli suggests that schools can become places where students can develop and enhance their talents. In the second article, VanTassel-Baska focuses on the "nonnegotiables" of gifted education programs and services. She emphasizes the importance of offering appropriately differentiated curriculum, instruction, materials, and assessment procedures. In addition, VanTassel-Baska stresses the need for quality teaching and collaborative support between the home and school for gifted students. In the third article, Callahan examines the longstanding dilemma of identifying underrepresented students (e.g., ethnic minorities, children from low SES environments, and students with limited English speaking ability) for gifted education programs and services. In addition, she presents concrete solutions for the many problems (e.g., definitions of giftedness, the use of one-shot paper-and-pencil assessments, the inherent biases in policies and procedures, and the lack of coordination of curriculum with identification and placement procedures) associated with identification and underrepresented students in gifted education. Next, Baldwin suggests that culturally diverse, ethnic minority students are consistently underrepresented in gifted education. Drawing from the research literature, she not only discusses the prevailing issues centered on this topic, she also presents recommended changes and creative solutions. In the fifth article, Ruban and Reis examine the pitfalls of gifted students with learning disabilities. The two authors also assert that many of these gifted students are not being identified for dual exceptionalities (e.g., with giftedness and a learning disability). In their article, Ruban and Reis review current identification and assessment practices with this special population and further recommend that researchers and practitioners collaborate in choosing the best methods to identify students with dual exceptionalities. In the next article, Ford, Moore, and Harmon raise a number of questions about multiculturalism and gifted education. More specifically, the three authors suggest that culturally relevant content is often lacking in gifted education programs around the country. As a wax] of infusing multiculturalism throughout the gifted education, the three authors offer a model for enriching the curriculum. In the seventh article, Grantham, Frasier, Roberts, and Bridges suggest that parents play a critical role in reversing the underrepresentation of culturally diverse students in gifted education. To better assist parents with advocating for their children, the authors present a Gifted Program Advocacy Model. In the eighth article, Reis and Ruban present a discussion of the intervention services offered to gifted students with disabilities. Throughout the article, the authors stress the importance of developing a wide range of compensation strategies for these students, attending to their students' social and emotional needs, identifying supportive learning environments for them, and providing these students with learning opportunities to develop their interests. In the ninth article, Tomlinson suggests that both curriculum and instruction should be aligned with gifted learners' learning capacities. Moreover, she emphasizes that good curriculum and instruction are the key ingredients for responding to gifted learners' individual readiness levels, interests, and modes of learning. In the final article, Moore, Ford, and Milner present an overview of common social and psychological barriers that impede academic outcomes for gifted students of color. As a way of reversing these challenges for gifted students of colors, the authors provide specific recommendations to various educational professionals who have the means and power to change practice and to otherwise make a difference (e.g., teachers, school counselors, etc.).
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