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ERIC Number: EJ1009098
Record Type: Journal
Publication Date: 2013-Apr
Pages: 2
Abstractor: ERIC
Reference Count: N/A
ISSN: ISSN-1076-2175
Schools of Choice: Their Political Role in Gifted Education
Kaplan, Sandra N.
Gifted Child Today, v36 n2 p142-143 Apr 2013
The concept of school choices has been historically referenced as options in educational philosophies, learning theories, curriculum designs, and program structures. Throughout time, "schools of choice" were defined by areas such as the Three Rs, the progressive movement of student-centered self-selected interest topics of study, classical centered curriculum inclusive of Latin, aptitude-related curriculum in the arts, and secular curriculum and programs. Whereas today's emphasis regarding schools of choice adhere to some of the same traditional curriculum and programmatic areas, contemporary schools of choice have assumed new dimensions as they cater to educators and parents of the gifted.The following questions are listed by the author for consideration as educators design, and teachers and parents select schools of choice for gifted students: (1) How do contemporary schools of choice align to the national and state goals of gifted education; (2) To what degree are the concepts defining differentiation research-based; (3) What is the degree to which the verbal commitment addressed in the school’s mission statements is congruent with the implementation of the stated goals; and (4) How is the commitment to gifted students and their needs assessed in procedures and instruments that are representative to the constructs proposed to develop talent and define growth beyond grade-level standardized score specifications? The author concludes that the problem is not whether there should or should not be schools of choice to accommodate teachers of the gifted, and parents and their gifted children. The problem is to ensure that the promotion of schools of choice are committed to supporting and furthering the academic foundation on which gifted education has been built and that those who are making the decision to participate in a school of choice do so with the knowledge of gifted student needs and the decision-making process that reinforces "good choices."
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Publication Type: Journal Articles; Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A