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ERIC Number: EJ1097676
Record Type: Journal
Publication Date: 2016-May
Pages: 10
Abstractor: As Provided
ISSN: ISSN-1932-202X
Gifted Identification and the Role of Gifted Education: A Commentary on "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design"
Steenbergen-Hu, Saiying; Olszewski-Kubilius, Paula
Journal of Advanced Academics, v27 n2 p99-108 May 2016
The article by Davis, Engberg, Epple, Sieg, and Zimmer (2010) represents one of the recent research efforts from economists in evaluating the impact of gifted programs. It can serve as a worked example of the implementation of the regression discontinuity (RD) design method in gifted education research. In this commentary, we first illustrate the basic logic or principles of a RD design using Davis et al. (2010) as an example, explain the structure of the study, and summarize its key findings. We then critique the credibility and validity of the study findings from the perspective of gifted education. We discuss its potential implications for gifted education. We highlight some noteworthy recent progress or research findings concerning gifted identification. Finally, we reflect the role of gifted education in current social, economic, and educational context. [For "Evaluating the Gifted Program of an Urban School District Using a Modified Regression Discontinuity Design." NBER Working Paper No. 16414 (2010), see ED512556.]
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Publication Type: Journal Articles; Opinion Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A