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Direct linkSiegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A. – Journal for the Education of the Gifted, 2016
Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in…
Descriptors: Disadvantaged, Disproportionate Representation, Minority Groups, Social Bias
Download full textSiegle, Del; Gubbins, E. Jean; O'Rourke, Patricia; Langley, Susan Dulong; Mun, Rachel U.; Luria, Sarah R.; Little, Catherine A.; McCoach, D. Betsy; Knupp, Tawnya; Callahan, Carolyn M.; Plucker, Jonathan A. – Grantee Submission, 2016
Gifted students' learning gains result from complex, advanced, and meaningful content provided by a knowledgeable teacher through high-quality curriculum and instruction at an appropriate pace with scaffolding and feedback. These elements exert influence that increases with dosage and within structures that facilitate student engagement in…
Descriptors: Disadvantaged, Disproportionate Representation, Minority Groups, Social Bias
Brown, Scott W.; Renzuli, Joseph S.; Gubbins, E. Jean; Siegle, Del; Zhang, Wanli; Chen, Ching-Hui – Gifted Child Quarterly, 2005
This study examined a national sample of classroom teachers, teachers of the gifted, administrators, and consultants from rural, suburban, and urban areas regarding their assumptions about the gifted identification process. Respondents indicated the degree to which they agreed or disagreed with 20 items that reflected guidelines for a…
Descriptors: Teacher Attitudes, Administrator Attitudes, Consultants, Academically Gifted
Reis, Sally M.; Gubbins, E. Jean; Briggs, Christine; Schreiber, Fredric J.; Richards, Susannah; Jacobs, Joan; Eckert, Rebecca D.; Renzulli, Joseph S.; Alexander, Margaret – National Research Center on the Gifted and Talented, 2003
In this research study, the type and nature of reading instruction provided for talented readers was investigated through use of in-depth qualitative comparative case studies. A team of researchers conducted multiple observations in 12 different third and seventh grade reading classrooms in both urban and suburban school districts over a 9-month…
Descriptors: Educational Strategies, Reading Materials, Placement, Independent Reading
