Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs

E. Jean Gubbins, Del Siegle, Pamela M. Peters, Ashley Y. Carpenter, Rashea Hamilton, D. Betsy McCoach, Jeb S. Puryear, Susan Dulong Langley, Daniel Long

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

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 mandates, ELs were proportionally represented in gifted and talented programs in the 16 schools we visited. Interview data from 225 participants revealed four themes: adopting universal screening procedures, creating alternative pathways to identification, establishing a web of communication, and using professional learning as a lever for change.

Original languageEnglish
Pages (from-to)336-369
Number of pages34
JournalJournal for the Education of the Gifted
Volume43
Issue number4
DOIs
StatePublished - Dec 1 2020

Keywords

  • bilingual
  • gifted learners
  • gifted students
  • identification of gifted children
  • underrepresentation

Fingerprint

Dive into the research topics of 'Promising Practices for Improving Identification of English Learners for Gifted and Talented Programs'. Together they form a unique fingerprint.

Cite this