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Direct linkMun, Rachel U.; Hemmler, Vonna; Langley, Susan Dulong; Ware, Sharon; Gubbins, E. Jean; Callahan, Carolyn M.; McCoach, D. Betsy; Siegle, Del – Journal for the Education of the Gifted, 2020
Although the number of English learners (ELs) in the United States continues to increase, this population remains underserved by gifted and talented (GT) education programs across the nation. This underrepresentation represents a societal and research dilemma for reasons we address in this systematic review of the most effective practices…
Descriptors: English Language Learners, Academically Gifted, Talent Identification, Gifted Education
Mun, Rachel U.; Hemmler, Vonna; Langley, Susan Dulong; Ware, Sharon; Gubbins, E. Jean; Callahan, Carolyn M.; McCoach, D. Betsy; Siegle, Del – Grantee Submission, 2020
The underrepresentation of English learners (ELs) in gifted and talented programs is a societal and research problem that merits investigation. Three state departments of education and their state directors of gifted programs supported our access to 16 schools across nine districts. In these three states with gifted identification and programming…
Descriptors: English Language Learners, Academically Gifted, Talent Identification, Gifted Education
Hamilton, Rashea; McCoach, D. Betsy; Tutwiler, M. Shane; Siegle, Del; Gubbins, E. Jean; Callahan, Carolyn M.; Brodersen, Annalissa V.; Mun, Rachel U. – Gifted Child Quarterly, 2018
Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression…
Descriptors: Academically Gifted, Poverty, Talent Identification, Low Income Students
Hamilton, Rashea; McCoach, D. Betsy; Tutwiler, M. Shane; Siegle, Del; Gubbins, E. Jean; Callahan, Carolyn M.; Brodersen, Annalissa V.; Mun, Rachel U. – Grantee Submission, 2018
Although the relationships between family income and student identification for gifted programming are well documented, less is known about how school and district wealth are related to student identification. To examine the effects of institutional and individual poverty on student identification, we conducted a series of three-level regression…
Descriptors: Academically Gifted, Disadvantaged Schools, Elementary School Students, Elementary Schools
Siegle, Del; Puryear, Jeb S.; Estepar-Garcia, William; Callahan, Carolyn M.; Gubbins, E. Jean; McCoach, D. Betsy; Mun, Rachel U.; Amspaugh, Christina M. – AERA Online Paper Repository, 2017
Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships…
Descriptors: Academically Gifted, Elementary Education, Educational Methods, Special Classes
Mun, Rachel U.; Langley, Susan Dulong; Ware, Sharon; Gubbins, E. Jean; Siegle, Del; Callahan, Carolyn M.; McCoach, D. Betsy; Hamilton, Rashea – Grantee Submission, 2016
While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review…
Descriptors: English Language Learners, Academically Gifted, Disproportionate Representation, Talent Identification
Siegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A. – Journal for the Education of the Gifted, 2016
Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in…
Descriptors: Disadvantaged, Disproportionate Representation, Minority Groups, Social Bias
Siegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A. – Grantee Submission, 2016
Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in…
Descriptors: Disadvantaged, Disproportionate Representation, Minority Groups, Social Bias
Gubbins, E. Jean; Siegle, Del; Hamilton, Rashea; Peters, Pamela; Carpenter, Ashley Y.; O'Rourke, Patricia; Puryear, Jeb; McCoach, D. Betsy; Long, Daniel; Bloomfield, Emma; Cross, Karen; Mun, Rachel U.; Amspaugh, Christina; Langley, Susan Dulong; Roberts, Anne; Estepar-Garcia, William – Grantee Submission, 2018
English learners (ELs) are the fastest growing population of learners in the United States; however, despite the growing numbers of ELs, their representation in gifted identification and programming continues to lag behind not only traditional populations of learners from advantaged communities, but also other underserved populations of learners.…
Descriptors: English Language Learners, Academically Gifted, Talent Identification, Elementary Schools
