Search

This study examined the academic and affective profiles of gifted students who were classified under the five prototypes of low-income White students, low-income African American students, low-income other minority students, high nonverbal and low verbal students, and twice-exceptional students. A total of 37 vignettes were developed and analyzed based on interviews with selected students, their teachers, and parents. Within and cross-prototype themes were derived. Both cognitive and affective impacts were found, suggesting the power of gifted program membership on enhancing self-confidence and building higher level skills of communication and thinking. All groups interviewed appeared to think that the gifted program had been good for the students in the study, providing challenge at the cognitive level and self-confidence at the affective level. Differences that emerged through the analysis of stakeholder perspectives suggested that students were the least aware of learning problems, but more aware than their parents or teachers of the affective and social issues affecting them. Parents seemed most attuned to their child's heightened self-esteem as a result of identification and program participation. Teachers seemed very aware of learning problems displayed by the child, typically related to perceived motivation, organization, and social skills., Gifted educators have long been concerned about the under-representation of low-income and minority students in enrichment programs. This underrepresentation has bred numerous attempts to enhance membership through alternative nonverbal tests [...]

This cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. Teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English, social studies, and second language were observed. The study showed that Singapore teachers demonstrated a higher level of effectiveness than American teachers in both general teacher behaviors and differentiation strategies. The level of instructional effectiveness appeared to be positively related to the number of years of teaching experience and training in differentiation practices for the gifted.