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Direct linkCotabish, Alicia; Robinson, Ann – Gifted Child Quarterly, 2012
To increase knowledge and skills in program evaluation, a peer-coaching intervention provided one-on-one professional development to gifted program administrators. This randomized field study examined the effects of peer coaching on evaluation knowledge and skills and on administrators' concerns about implementing more rigorous program…
Descriptors: Administrators, Program Administration, Gifted, Skills
Briggs, Christine J.; Reis, Sally M.; Sullivan, Erin E. – Gifted Child Quarterly, 2008
The low representation of culturally, linguistically, and ethnically diverse (CLED) and high-poverty students in gifted and talented programs has long been an area of concern. This qualitative study investigated methods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected…
Descriptors: Gifted, Program Evaluation, Talent, Identification
Peer reviewedMoon, Sidney M. – Gifted Child Quarterly, 1996
This paper describes a year-long staff development program to improve the evaluation skills of 77 district program coordinators. Results suggest that training, based on the Purdue Three-Stage Model, was effective in helping coordinators become more skilled program evaluators. Implications for program evaluation, personnel development, and outcomes…
Descriptors: Educational Assessment, Elementary Secondary Education, Gifted, Inservice Education
Peer reviewedMoon, Sidney M.; And Others – Gifted Child Quarterly, 1994
This retrospective study evaluated an elementary pull-out program based on the Purdue Three-Stage Model. Perceptions of students and families when the students were seniors in high school indicated the program was seen as having a long-term positive impact on the cognitive, affective, and social development of most participating students.…
Descriptors: Elementary Education, Followup Studies, Gifted, High Schools
Van Tassel-Baska, Joyce – Gifted Child Quarterly, 2006
This article delineates the results of 7 gifted program evaluation studies conducted in 20 different school districts and places them in the context of major areas for gifted program improvement. The author suggests that the field of gifted education may be vulnerable to losing its infrastructure at local levels if enhanced program development in…
Descriptors: Content Analysis, Program Evaluation, School Districts, Program Improvement
Peer reviewedMalone, Charlotte – Gifted Child Quarterly, 1975
Presented are techniques for establishing and criteria for evaluating an in-service education program for teachers of gifted children. (SB)
Descriptors: Consultants, Exceptional Child Education, Field Trips, Gifted
Research on Motivation and the Gifted: Implications for Identification, Programming, and Evaluation.
Peer reviewedClinkenbeard, Pamela R. – Gifted Child Quarterly, 1996
Research on motivation and gifted students is classified into two broad categories. The first focuses on motivation as a relatively stable characteristic useful for making decisions on identification, counseling, and some programming issues. The second defines motivation as a transitory outcome measure that may be affected by the educational…
Descriptors: Ability Identification, Elementary Secondary Education, Gifted, Instructional Design
Peer reviewedKulieke, Marilynn – Gifted Child Quarterly, 1986
Classroom observation techniques and needs assessment strategies can be used to evaluate gifted program inservice and staff development for teachers. Inservice program length, quality, and type can be evaluated through use of pre and post inservice observation, comparison of inservice participants with nonparticipants, and assessment of changes in…
Descriptors: Classroom Observation Techniques, Elementary Secondary Education, Evaluation Criteria, Evaluation Methods
Peer reviewedRenzulli, Joseph S. – Gifted Child Quarterly, 1976
Descriptors: Class Activities, Conceptual Schemes, Creative Activities, Discovery Learning
Peer reviewedVanTassel-Baska, Joyce; And Others – Gifted Child Quarterly, 1989
An elementary-school self-contained gifted class was compared to a control group on a general test of cognitive ability. Program participants exhibited significantly higher gains than did controls, and at the end of the program, participants also rated the quality of their school life more highly than did controls. (Author/JDD)
Descriptors: Cognitive Development, Comparative Analysis, Elementary Education, Gifted
