Journal article
High-Ability Students’ Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area
Gifted Child Quarterly, Vol.57(2), pp.135-147
04/2013
DOI: 10.1177/0016986213479654
Abstract
Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary and middle school students occurs via the process of above-level testing, usually offered through university-based centers. The essence of talent search program intervention is acceleration, which has robust research support as the most effective intervention for high-ability students. Whereas talent search identification and programming are university based, talent search participants receive nearly all of their instruction in K-12 settings, where academic acceleration is less likely to be implemented. In this investigation, a large sample of talent search participants (n = 5,844) were asked questions designed to measure the various ways in which the students study mathematics, science, and language arts (writing and reading) in the K-12 setting. More than two thirds of the study sample reported that they were taught in the regular classroom, learning the same material, at the same level and pace as nongifted peers. The type of curriculum differentiation or program delivery model (e.g., small-group instruction) reported by the students varied according to subject area, with the greatest percentage of reports of differentiated delivery in mathematics. Main effects were found for gender, grade, and ability. Implications for school-based accelerative interventions are presented.
Details
- Title: Subtitle
- High-Ability Students’ Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area
- Creators
- Susan G Assouline - University of Iowa, Psychological and Quantitative FoundationsNicholas Colangelo - University of Iowa, Counselor EducationNanseol HeoLori Dockery
- Resource Type
- Journal article
- Publication Details
- Gifted Child Quarterly, Vol.57(2), pp.135-147
- DOI
- 10.1177/0016986213479654
- ISSN
- 0016-9862
- eISSN
- 1934-9041
- Publisher
- SAGE Publications; Los Angeles, CA
- Language
- English
- Date published
- 04/2013
- Academic Unit
- Iowa Neuroscience Institute; Counselor Education; Psychological and Quantitative Foundations
- Record Identifier
- 9983993790502771
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