The Role of the Principal in the Implementation of a Gifted Education Program in a School

Taylor, Cedric A.

doi:10.1080/15332276.1987.11672723

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…There are many factors that affect the successful implementation of a gifted education policy. An inquiry into gifted education conducted by the Australian Senate (Commonwealth of Australia, 2001) and evidence from a number of research studies (Grantham & Ford, 1998; Milligan, Neal, & Singleton, 2012; Roeper, 1986; Schneider, 2006; C. A. Taylor, 1987; V.…”

Section: Review Of the Literaturementioning

confidence: 99%

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

Long

Barnett

Rogers

2015

Journal for the Education of the Gifted

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An exploratory qualitative case study of 10 government secondary schools (Grades 7–12) in New South Wales (NSW), Australia, was conducted to investigate the extent to which the revised NSW gifted and talented policy (2004) has contributed to gifted program quality and scope. Findings from the qualitative analysis of in-depth interview data with principals (n = 10), gifted coordinators (n = 11), and teachers (n = 37) showed the following themes: (a) schools with a documented gifted policy were more likely to provide more substantially for their gifted students; (b) selective (all gifted) schools and schools with selective classes were more likely to provide distinctive gifted programs in line with state policy; (c) principals with a policy to follow were more likely to provide adequate resource support and professional development for teachers in the school; and (d) the desire of principals to meet policy mandate does not always equate to having the means to do so.

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Section: Review Of the Literaturementioning

confidence: 99%

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

Long

Barnett

Rogers

2015

Journal for the Education of the Gifted

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“…T T he role of the principal as it relates to the education of gifted and talented children in programs and schools has been discussed in a variety of articles related to desired skills, competencies, or characteristics (Booth & Brown, 1985;Dart, 1986;Marshall, Ramirez, Plinske, & Veal, 1998;Norton & Zeilinger, 1983;Roeper, 1986;Taylor, 1987). Yet, the research is neither extensive nor recent, especially pertaining to the role of the elementary administrator of schools for gifted learners.…”

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confidence: 99%

A Tale of Two Principals

Weber¹,

Colarulli-Daniels²,

Leinhauser³

2003

Gifted Child Today

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“…The Principal's Role and Gifted Education A small but important body of literature in gifted education focuses on the principal's role in providing leadership for gifted programs (Roeper, 1986;Taylor, 1984Taylor, , 1987. This literature highlights the importance of the principal in emphasizing:…”

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confidence: 99%

Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education

Grantham

Ford

1998

NASSP Bulletin

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The Role of the Principal in the Implementation of a Gifted Education Program in a School

Cited by 4 publications

References 3 publications

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

Exploring the Relationship Between Principal, Policy, and Gifted Program Scope and Quality

A Tale of Two Principals

Principal Instructional Leadership Can Reverse the Under-Representation of Black Students in Gifted Education

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