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Author: Yara N. Farah

Young Hispanic Boys and Girl Walking Near School Bus.
Young Hispanic Boys and Girl Walking Near School Bus.
Equity

What the Research Says About Gifted and Talented English Language Learners

English language learners (ELLs) are students whose first language is not English and who are still learning the English language in schools.

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Social/Emotional

What the Research Says About Gifted Students’ Resilience

To identify resiliency in gifted populations, this review included articles published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review.

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Social/Emotional

What The Research Says: Perspectives of Individuals Involved in Gifted Education

This literature review focuses on the perspectives of individuals involved in gifted education: gifted students and their teachers, administrators, parents, counselors, and peers.

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Instruction

What the Research Says About the Assessment of Advanced Products and Performances

A variety of formative and summative assessments are needed when appraising gifted students’ learning and when differentiating the curriculum.

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District Leadership

What the Research Says About the Effects of Policies and Regulations on Gifted Education

To further understand the effect of policies and regulations influencing practices for gifted and talented students, this review included articles that had been published since 2004 in Gifted Child Today, Gifted Child Quarterly, Journal for the Education of the Gifted, Journal of Advanced Academics, and Roeper Review. To be included, articles needed to discuss or examine the effects of policies, high-stakes testing, and standards on gifted education practices. Articles that did not examine these effects were excluded. Using these criteria, 20 articles were identified and summarized.

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Instruction

What the Research Says About Curriculum Delivery Models

Curriculum needs to be responsive to gifted learners and address their differences through the overlapping dimensions of concepts, issues, and themes; process-product; and advanced content. These definitions describe important characteristics that are often associated with exemplary curriculum models in gifted education. Educators need to understand not only these curricular characteristics but also know which curriculum models are effective with gifted and talented learners. They need to apply theoretically-and research-based models of curriculum to ensure specific student outcomes.