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The Legacy: Coming to Terms with the Origins and Development of the Gifted-Child Movement
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Sternberg, Robert J.; Desmet, Ophélie Allyssa; Ford, Donna Y.; Gentry, Marcia; Grantham, Tarek C.; Karami, Sareh – Roeper Review, 2021
The field of gifted education, historically and contemporarily, is not well-known for being equitable for underrepresented students, specifically, Black, Hispanic, Native American, among others. In this article, we present a short history of gifted education with attention to key historical figures who have significantly shaped the field; their…
Descriptors: Academically Gifted, Gifted Education, Educational History, Influences
Identification of Giftedness in Severely and Profoundly Hearing Impaired Students.
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Yewchuk, Carolyn R.; Bibby, Mary Ann – Roeper Review, 1989
Students (N=178, aged 5-20) with severe/profound hearing losses were assessed on giftedness using nonverbal measures of intelligence, teacher nominations, and parent nominations. No statistical correlation was found among the three identification procedures. Teacher-generated characteristics of gifted hearing-impaired children were found to be…
Descriptors: Ability Identification, Deafness, Elementary Secondary Education, Gifted Disabled
Patterns of Academic Achievement in Students Who Qualified for a Gifted Program on the Basis of Nonverbal Tests.
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Bittker, Christine M. – Roeper Review, 1991
This study followed 96 gifted students from kindergarten through high school and found that students who qualified for the gifted program on the basis of verbal or quantitative reasoning abilities performed better in academic subjects than did students who qualified only on the basis of nonverbal abilities. (Author/JDD)
Descriptors: Ability Identification, Abstract Reasoning, Academic Achievement, Cognitive Ability