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ERIC Number: ED367127
Record Type: RIE
Publication Date: 1994-Apr
Pages: 93
Abstractor: N/A
Reference Count: N/A
ISBN: ISBN-0-16-043150-6
Identifying Outstanding Talent in American Indian and Alaska Native Students.
Callahan, Carolyn M.; McIntire, Jay A.
This report reviews and synthesizes the most promising practices used to identify exceptionally talented students from the Native American population. Preliminary information includes an Indian Student Bill of Rights, discussion of the problem of talent identification, and discussion of special issues including diversity within the Native American population and cultural assimilation versus accommodation. Eight principles of identification are then presented. These include, among others, using assessments that go beyond a narrow conception of talent; using appropriate instruments with underserved populations; and using a multiple-measure/multiple-criteria approach to identification. Specific practices are then considered, which address: balancing the ideal and the practical; deciding on a concept of talent; recognizing the issues of a particular school; identifying traits that may influence manifestations of talent; recognizing behaviors that distinguish some Native American students from the general population; looking for manifestations of talent potential, alternative behaviors, situations, and interpretations; selecting and constructing appropriate assessment tools; and using the collected student data to make decisions. Recommendations address technical assistance, professional development, assessment portfolios, experimental programs, and program funding. Five appendices include technical information concerning evaluation measures, two sample case studies, and a list of assessment instruments. (Contains 77 references.) (DB)
U.S. Government Printing Office, Superintendent of Documents, Mail Stop: SSOP, Washington, DC 20402-9328.
Publication Type: Information Analyses; Guides - Non-Classroom
Education Level: N/A
Audience: Practitioners; Administrators
Language: English
Sponsor: N/A
Authoring Institution: Office of Educational Research and Improvement (ED), Washington, DC.
Identifiers: N/A