This article provides district administrators and educators of gifted and talented students with an overview of how gifted identification practices align with each of the paradigms, as well as how they are supported by the standards established in the Texas State Plan.
In gifted education, the schools of thought that influence the field affect not only how students are assessed and identified for gifted services, but also how educators themselves view gifted education and the services they provide.
When a parent serves in the United States Air Force, Army, Marine Corps, or Navy on active duty or in the National Guard or Reserves, the entire family is impacted.
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