-
Tytuł:
-
Identifying and Serving English Learners in Gifted Education: Looking Back and Moving Forward
-
Autorzy:
-
Mun, Rachel U. (ORCID 0000-0002-5455-4522)
Hemmler, Vonna (ORCID 0000-0002-4550-8356)
Langley, Susan Dulong
Ware, Sharon
Gubbins, E. Jean
Callahan, Carolyn M.
McCoach, D. Betsy
Siegle, Del (ORCID 0000-0001-5579-9217)
-
Deskryptory:
-
English Language Learners
Academically Gifted
Talent Identification
Gifted Education
Best Practices
Screening Tests
Referral
Disproportionate Representation
Cognitive Tests
Intelligence Tests
-
Język:
-
English
-
Źródło:
-
Journal for the Education of the Gifted. Dec 2020 43(4):297-335.
-
Dostępność:
-
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: ; Web site: http://sagepub.com
-
Recenzowane naukowo:
-
Y
-
Page Count:
-
39
-
Data publikacji:
-
2020
-
Sponsoring Agency:
-
Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED)
Institute of Education Sciences (ED)
-
Contract Number:
-
R305C140018
-
Typ dokumentu:
-
Journal Articles
Reports - Research
-
Assessment and Survey Identifiers:
-
Raven Progressive Matrices
-
DOI:
-
10.1177/0162353220955230
-
ISSN:
-
0162-3532
-
Abstractor:
-
As Provided
-
IES Funded:
-
Yes
-
Data wpisu:
-
2020
-
Numer akcesji:
-
EJ1274124
-
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 documented to identify and serve ELs for GT programs. We examine 50 theoretical and empirical articles according to four major themes: nomination, screening/assessment, services, and identification models. We discuss identification recommendations, including outreach and professional learning to foster stakeholder recognition of GT potential in all ELs, an equitable referral process based on a multiple-lens approach, and observation of students completing problem-solving tasks. Finally, we address perceived best practices in serving GT ELs, including making accommodations for ELs in GT programs.