Searching for Evidence-Based Practice

Abstract

A search of the literature from the past 30 years reveals that there is a dearth of research surrounding effective interventions for intellectually gifted children in the early childhood years. The findings of 11 empirical studies of educational provisions for young gifted children were located and the methodological rigor of the studies examined. Aspects problematic to research with young gifted children are discussed, including issues relating to sample sizes, definitions of giftedness, difficulties in conducting experimental studies, finding appropriate standardized measures for use with gifted children, and measurement of program outcomes. Suggestions are made for strengthening future research in the field of early childhood gifted education.

Using Local Rural Knowledge to Enhance STEM Learning for Gifted and Talented Students in Australia

“…In addition, there is limited literature relating to STEM education for formally identified gifted students in Australia. Much of the research in gifted education is related to the characteristics of gifted students as learners (Walsh et al 2012) as opposed to their STEM educational outcomes, and research linking the effective transfer of knowledge about gifted learners to a generic model of STEM curriculum programming and a subsequent positive affect on the retention of students in STEM subjects is yet to be reliably established. Consequently, this study explored how LRK might be utilised to improve STEM educational outcomes for this group of students, who are labelled as disadvantaged within the Australian educational system as confounding variables often result in these students being categorised as students at educational risk within the current system (Halsey 2017).…”

Differences of Mean Scores on the Preliminary Scholastic Aptitude Test (PSAT) for Classical Christian Schools Compared to Non-Classical Christian Schools

“…Recent research in supporting gifted students by Walsh, Kemp, Hodge, and Bowes (2012) supported the Classical Christian philosophy of education in arguing for differentiation and ability grouping toward more challenging materials even at the earliest ages. Accelerated classes, enrichment of regular educational fare, advanced academic and cognitive stimulation, ability grouping, and utilization of better and earlier identification methods are all advocated by Walsh et al (2012).…”

Searching for Evidence-Based Practice

“…In fact, surveys of reported large-scale studies examining the efficacy and effectiveness of K-12 curriculum interventions rarely report FOI, and even more rarely report how FOI enhances or limits the effects of the intervention on outcomes, thus limiting confidence that external and internal validity have been established (Mowbray, Holter, Teague, & Bybee, 2003). In light of these findings, educators, researchers, and policy makers increasingly expect educational researchers to measure and report FOI to K-12 curriculum intervention efficacy or effectiveness studies in the development and adoption of evidence-based practices (Cook & Cook, 2011;Jolly & Kettler, 2008;Slavin, 2002;Walsh, Kemp, Hodge, & Bowes, 2012). For example, the Institute of Education Sciences (IES) at the U.S. Department of Education requires researchers to evaluate and report FOI, at least to a basic extent, in funded curriculum intervention efficacy research to demonstrate that a practice is evidence based (U.S. Department of Education, 2003a).…”