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

doi:10.1177/0162353220955241

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

Teaching and Learning

Research output: Contribution to journal › Article › peer-review

12 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 language	English
Pages (from-to)	336-369
Number of pages	34
Journal	Journal for the Education of the Gifted
Volume	43
Issue number	4
DOIs	https://doi.org/10.1177/0162353220955241
State	Published - Dec 1 2020

Keywords

bilingual
gifted learners
gifted students
identification of gifted children
underrepresentation

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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.",

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AU - McCoach, D. Betsy

AU - Puryear, Jeb S.

AU - Langley, Susan Dulong

AU - Long, Daniel

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

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Keywords

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