1 / 57

OVERVIEW OF GIFTED EDUCATION

OVERVIEW OF GIFTED EDUCATION. Duke TIP TOWN HALL SESSION December, 2009. Who are the gifted? How many of them are there? What are their characteristics?. America’s Love-Hate Relationship with the Gifted. Ten Maddening Myths of Gifted Kids. Ten Maddening Myths of Gifted Kids.

zena
Télécharger la présentation

OVERVIEW OF GIFTED EDUCATION

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. OVERVIEW OF GIFTED EDUCATION Duke TIP TOWN HALL SESSION December, 2009

  2. Who are the gifted? How many of them are there? What are their characteristics?

  3. America’s Love-Hate Relationship with the Gifted

  4. Ten Maddening Myths of Gifted Kids

  5. Ten Maddening Myths of Gifted Kids 1. Gifted kids have it made and will succeed in life no matter what. They don’t need any special help in school or anywhere else.

  6. Ten Maddening Myths of Gifted Kids 2. Gifted kids should love school, get high grades, and greet each new school day with enthusiasm.

  7. Ten Maddening Myths of Gifted Kids 3. Gifted kids come from white, middle-class and upper-class families.

  8. Ten Maddening Myths of Gifted Kids 4. Gifted kids are good at everything they do.

  9. Ten Maddening Myths of Gifted Kids 5. Teachers love to have gifted students in their classes.

  10. Ten Maddening Myths of Gifted Kids 6. If gifted kids are grouped together for special classes, they will become snobbish and elitist.

  11. Ten Maddening Myths of Gifted Kids 7. All gifted kids have trouble adjusting to school and forming friendships.

  12. Ten Maddening Myths of Gifted Kids 8. Gifted kids don’t and won’t know they are different unless someone tells them.

  13. Ten Maddening Myths of Gifted Kids 9. Gifted students must constantly be challenged and kept busy or they’ll get lazy.

  14. Ten Maddening Myths of Gifted Kids 10. Gifted kids are equally mature in all areas -- academic, physical, emotional and social.

  15. CONCEPTIONS OF GIFTEDNESS

  16. A BRIEF HISTORY OF GIFTED EDUCATION

  17. 1869 Sir Frances Galton publishes Hereditary Genius, the first modern work on exceptional mental ability and life achievement (“eminence”).

  18. 1868 St. Louis Public Schools offer special track program for advanced students.

  19. 1891 The Cambridge Double Track Plan for normal and bright children is adopted.

  20. 1905 Alfred Binet and Theophile Simon introduce the term “mental age,” a forerunner of the “intelligence quotient.”

  21. 1916 Stanford-Binet Individual Test of Intelligence is devised.

  22. 1920 Cleveland begins the first public school classes for “gifted and talented” children: The Cleveland Major Works Classes.

  23. 1922 Lewis M. Terman initiates the longitudinal study of Genetic Studies of Genius which explodes many negative myths about gifted children and adults.

  24. Statistical Definition • Lewis Terman Type I Type II

  25. 1922 The Council for Exceptional Children is founded by Elizabeth Farrell to meet the needs of all exceptional children, including the gifted and talented.

  26. 1922 Leta Hollingworth uses enrichment programs for the first time in New York City Public Schools.

  27. 1930 The Committee for Special Classes for the Handicapped and Gifted is established as part of the White House Conference on Child Health and Protection.

  28. 1942* LetaHollingworth publishes Children above 180 IQ, the first study of the super-intelligent, based on her population at Spayer School in New York City.

  29. 1950 The National Society for the Study of Education dedicates its 49th Yearbook to Exceptional Children: the Handicapped and the Gifted.

  30. 1957 The U.S.S.R. launches the Sputnik I, creating a crisis of questioning about American education.

  31. 1958 P.L. 85-864, the National Defense Education Act, is passed to provide funds for educating potential scientists; a national “talent search” is initiated.

  32. 1970 P.L. 91-230, Section 806 of the Elementary and Secondary Education Act authorizes funds for gifted and talented (Title III and V).

  33. 1971 Sydney P. Marland, Secretary of Education, launches a comprehensive study of the nation-wide education of the gifted/talented.

  34. 1972 The so-called “Marland Report”, The Education of the Gifted and Talented, is presented to Congress; it specifies six areas of potential giftedness.

  35. Policy Definition- Marland, 1972 Gifted and talented children are those identified by professionally qualified persons who, by virtue of outstanding ability, are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society...

  36. Policy Definition- Marland, 1972 Children capable of high performance include those with demonstrated achievement and/or potential ability in any of the following areas, singly or in combination: • General intellectual ability • Specific academic aptitude • Creative or productive thinking • Leadership ability • Visual and performing arts

  37. 1974 P.L. 93-380, Title IV, Section 404, The Special Projects Act, provides the first categorical funding for gifted education; $2.56 (m) is allocated.

  38. 1976 P.L. 94-142 “The Education for All Handicapped Children Act” is passed; North Carolina’s General Assembly includes gifted and talented in their ratification.

  39. Educational Definition • Joseph Renzulli

  40. Feldhusen’s Conceptualization • Giftedness includes specific “Principle Components”: general intellectual ability, positive self-concept, achievement motivation, and talent. • “Exceedingly difficult” to set defensible identification criterion. • Without all four, general ability alone will not lead to high creative-productive performance.

  41. 1980 The Talent Identification Program is established at Duke University – the second of what soon would be four talent search programs.

  42. Stanley & Benbow Conceptualization • Study of Mathematically Precocious Youth • Began at Johns Hopkins University in 1971 • SAT as THE operational definition of giftedness • Four aspects of the program: • Discovery • Description • Development • Dissemination

  43. 1982 The North Carolina General Assembly changes identification to “academically gifted” and establishes statewide identification criteria.

  44. 1984 Calls for reform in such documents as A Nation at Risk include (among many other things) a need to look at the services provided to the gifted and talented.

  45. Program Definition- NC, 1982 Academically Gifted students are defined as those who demonstrate or have the potential to demonstrate outstanding intellectual aptitude and specific academic ability. In order to develop their abilities, these students may require differentiated educational programs beyond those ordinarily provided by the regular school program...

  46. Program Definition- NC, 1982 …Included within the scope of this definition are several distinct types of students: (1) Those whose overall intellectual ability is indicated by standardized assessment measures and by academic performance; (2) Those whose specific intellectual ability is indicated by standardized assessment measures and by academic performance in one or more areas;...

  47. Program Definition- NC, 1982 (3) Those whose intellectual potential is indicated by standardized assessment measures but is not demonstrated by academic performance.

  48. Operational Definition • North Carolina Matrix

  49. ConceptualDefinition • Francois Gagne

  50. 1993 The U.S. Office of Educational Research (USDE) releases National Excellence: A Case for Developing America’s Talent

More Related