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The taxonomy forms the basis of a differentiated instruction curriculum model used particularly with gifted students and in gifted education settings. The first four levels are essentially cognitive (thinking), while the last four levels are affective (feeling) in nature. [2] The eight levels are: [3]
Gifted education (also known as gifted and talented education (GATE), talented and gifted programs (TAG), or G&T education) is a sort of education used for children who have been identified as gifted or talented. The main approaches to gifted education are enrichment and acceleration. An enrichment program teaches additional, deeper material ...
The Marland report, officially Education of the Gifted and Talented: Report to Congress, is a 1972 report to the Congress of the United States by Sidney P. Marland Jr., which contains a widely known definition of giftedness of children. It is the first national report on gifted education. One of its most compelling major findings was:
In Identifying Gifted Children: A Practical Guide, Susan K. Johnsen explains that gifted children all exhibit the potential for high performance in the areas included in the United States' federal definition of gifted and talented students: [15] There is a federal government statutory definition of gifted and talented students in the United States.
Gifted students learn in a different manner and at an accelerated rate compared to their peers in the classroom and therefore require gifted programs to develop and apply their talents. Gifted children need outside instruction and development opportunities to expand their minds and become most useful to society and themselves.
Above-grade-level assessments are also used by at the state level to identify gifted students (see Colorado [16] and Ohio [17]), and by researchers and in school-based programs to evaluate the efficacy of academic interventions aimed at gifted and advanced students. In 2017, a study of data collected from past talent search participants ...
A focus of his work has been on applying the strategies of gifted education to the improvement of learning for all students. Renzulli developed the three-ring model of giftedness, which promoted a broadened conception of giftedness. He also developed the "Schoolwide Enrichment Model" for developing children's talents in schools.
Research has found that nearly half of academically talented students (as measured by high scores on above-level tests) are not labeled "gifted" by their schools. [ 33 ] Academic acceleration and gifted programs more broadly face critique for significant and consistent under-representation of minority students - particularly students of African ...