Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program

Worrell, Frank C.; Szarko, Julia E.; Gabelko, Nina H.

doi:10.4219/jsge-2000-646

Cited by 18 publications

(13 citation statements)

References 26 publications

(37 reference statements)

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“…Recent research (Brewer & Landers, 2005; Gross & vanVliet, 2005; Wells, Lohman, & Marron, 2009), as well as earlier work (Brody, Assouline, & Stanley, 1990; Lupkowski-Shoplik & Assouline, 1994; Olszewski-Kubilius, 1995, 1998; Poelzer & Feldhusen, 1996; Saylor & Brookshire, 1993; Worrell, Szarko, & Gabelko, 2001), has demonstrated the academic progress of accelerated students. Accelerated students do not just keep up academically with their older classmates; they actually often perform better (Wells et al, 2009).…”

Section: Introductionmentioning

confidence: 95%

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

Siegle

Wilson

Little

2013

Journal of Advanced Academics

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Despite extensive research supporting its use, including the 2004 publication of A Nation Deceived, acceleration is an underutilized strategy for meeting the academic needs of gifted and talented students. Parents’ and educators’ attitudes and beliefs about acceleration influence the extent to which it is implemented in schools. This study investigated gifted and talented educators’ attitudes toward acceleration using a 7-point rating scale measuring concerns about acceleration, beliefs about acceleration, and support for specific acceleration strategies. Data indicated there were no differences in attitudes among teachers from rural, suburban, or urban school districts. Overall, the least popular acceleration strategies were also the easiest to implement, but caused the greatest change in students’ environments (i.e., grade-skipping and early entrance to kindergarten). As expected, the educators were most troubled by social issues and least concerned about academic issues related to acceleration.

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Section: Introductionmentioning

confidence: 95%

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

Siegle

Wilson

Little

2013

Journal of Advanced Academics

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“…“Overlooked gems” is the metaphor VanTassel-Baska and Stambaugh (2007) have used to describe the raw potential of low-income gifted students who are underrepresented in programs for gifted students. This underrepresentation has been corroborated over the past 25 years by other researchers in the field (see Baldwin, 2002; Brown, 1997; Gallagher & Courtright, 1986; Richert, 1987; Worrell, Szarko, & Gabelko, 2000). They have noted that being raised in a low-income home places these students at risk for reaching upper achievement levels.…”

mentioning

confidence: 56%

“…over the past 25 years by other researchers in the field (see Baldwin, 2002;Brown, 1997;Gallagher & Courtright, 1986;Richert, 1987;Worrell, Szarko, & Gabelko, 2000). They have noted that being raised in a low-income home places these students at risk for reaching upper achievement levels.…”

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confidence: 99%

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Kaul

Johnsen

Saxon

et al. 2016

Journal for the Education of the Gifted

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Overlooked gems" is the term used in gifted education to describe high-potential, low-income students who are unable to excel because of significant barriers in their homes, environments, and educational systems. To address these barriers, educators have offered enrichment and other types of talent development programs to this at-risk group of students. Using a retrospective survey, this study examined the perceptions of 89 low-income gifted students who participated in a summer enrichment program for 3 or more years and reports their impressions regarding social, emotional, motivational, academic, career, and generational benefits of participation. These findings expand the extant literature related to identifying components perceived as most beneficial and offer insight into potential multigenerational benefits.

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“…Researchers have suggested using multiple criteria for identification of minority and low-income students and providing support for these students when they participate in gifted programs. The nine-year database study [25] examined factors related to the return rate of nontraditional students who were identified with multiple indicators and who received support while participating in a summer program for academically talented youth. Results indicated that grade point average, achievement test scores, final grade in the first summer of attendance, and socioeconomic status were not significant predictors of returnee status.…”

Section: наука -практиціmentioning

confidence: 99%

Special educational programs for gifted

Voloshchuk¹,

Rudyk²

2019

EDGP

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The article analyzes educational strategies that teachers can use to work with gifted individuals. Mostly these strategies apply to younger and upper secondary school pupils. At the same time, they can also be used for student youth education. At the same time, the main attention is paid to the analysis of special educational programs for students of junior and high school. Specifically, such special educational programs as school at school and other non-inclusive programs are considered. From the above analysis it is clear those special educational programs for gifted are of a different nature. Some of them are aimed at improving the efficiency of education in the system of their formal education, such as organizing their accelerated or enriched learning in homogeneous or heterogeneous educational environments, respectively. Other special educational programs are aimed at providing gifted advisory services (the Catalyst program). However, the largest number of these programs is devoted to giving gifted individuals additional educational services. Among the programs of this type, the program focuses on the development of gifted creative potential. As a result, an analysis of programs for training creativity, improving creativity and training attention, attracting talented to the visual activities, concludes on the effectiveness of these programs. The special educational programs for expanding and deepening knowledge gifted in mathematics and natural sciences are not lagging behind in popularity. For example, programs that provide for the creation of resident schools and academies for mathematically gifted, the effectiveness of attracting science-research-gifted programs, etc. are analyzed. An example of a program aimed at developing the talents of gifted individuals is also provided. A separate unit analyzes the organizational forms of the introduction of special educational programs for gifted. First of all, this is a remote mastering. Summer intensive courses have also become widespread. In this regard, data is given on the impact of such programs on the social perception of gifted, sexual differences in the choice of summer courses by gifted. A number of special educational programs for the gifted individuals with low socioeconomic status, as well as those from the social minorities in the USA are analyzed. The vast majority of special educational programs for gifted have been developed and implemented in this country. However, today such programs are being created in other countries, including China, Israel, Portugal, etc. The analysis of dual-purpose programs (development of talents of gifted senior pupils and their involvement in the mastering of certain courses at higher education institutions) was also conducted. Examples of mentoring and tutoring programs are given. In the end, the focus is on several programs for teachers who work with gifted, and the results of content analysis of the special educational programs for the latter.

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Multi-Year Persistence of Nontraditional Students in an Academic Talent Development Program

Cited by 18 publications

References 26 publications

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

A Sample of Gifted and Talented Educators’ Attitudes About Academic Acceleration

Project Promise

Special educational programs for gifted

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