识别和服务资优学生:识别和服务有联系吗?

IF 3 3区 教育学 Q1 EDUCATION, SPECIAL
E. J. Gubbins, Del Siegle, Karen Ottone‐Cross, D. McCoach, S. Langley, C. Callahan, Annalissa V. Brodersen, Melanie Caughey
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引用次数: 12

摘要

识别过程和程序设计之间的一致性的重要性在资优和人才教育文献中被广泛指出。我们分析了两个州公开的地区资优计划(3-5年级),以检查地区识别实践与干预策略匹配的程度。我们的团队为状态1 (n = 115)和状态2 (n = 178)开发了一个包含133个项目的编码方案矩阵。这项研究的结果表明,至少在规划方面,我们调查的两个州的学区似乎正在调整识别和规划实践,以满足在数学和/或阅读/英语语言艺术方面被确定的天才学生的需求。在第一州,至少60%的学区报告了以下干预策略:加快覆盖速度、常规年级水平标准、深度覆盖、预评估、高于年级水平标准和扩大年级水平标准。相比之下,州二区报告的覆盖率更快;然而,对于不太常用的干预措施,主题识别显著影响其使用。差异化是两州各学区采用的主要学习环境策略。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Identifying and Serving Gifted and Talented Students: Are Identification and Services Connected?
The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a coding scheme matrix with 133 items for State 1 (n = 115) and State 2 (n = 178). The results of this study indicated that, at least in terms of planning, districts in the two states we examined appeared to be aligning identification and programming practices to meet the needs of gifted students identified in mathematics and/or reading/English language arts. In State 1, at least 60% of the districts reported the following intervention strategies in mathematics and reading/English language arts: faster pace of coverage, regular grade-level standards, in-depth coverage, preassessment, above grade-level standards, and expanded grade-level standards. In contrast, State 2 districts reported faster pace of coverage; however, with less commonly utilized interventions, subject-matter identification significantly influenced their usage. Differentiation was the primary learning environment strategy utilized by districts in both states.
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来源期刊
CiteScore
6.30
自引率
29.00%
发文量
41
期刊介绍: Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.
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