Reis - Gifted Child Quarterly http:/gcq.sagepub.com A...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986208316037 2008; 52; 131 Gifted Child Quarterly Christine J. Briggs, Sally M. Reis and Erin E. Sullivan Diverse Gifted and Talented Students A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically http://gcq.sagepub.com/cgi/content/abstract/52/2/131 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/52/2/131 Citations at Ebsco Electronic Journals Service (EJS) on April 21, 2009 http://gcq.sagepub.com Downloaded from
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131 Gifted Child Quarterly Volume 52 Number 2 Spring 2008 131-145 © 2008 National Association for Gifted Children 10.1177/0016986208316037 http://gcq.sagepub.com hosted at http://online.sagepub.com A National View of Promising Programs and Practices for Culturally, Linguistically, and Ethnically Diverse Gifted and Talented Students Christine J. Briggs University of Louisiana at Lafayette Sally M. Reis Erin E. Sullivan University of Connecticut Abstract: 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 meth- ods to increase successful participation of CLED students in gifted programs across the nation. Twenty-five programs were selected for inclusion in the study. Of those, 7 programs were selected for in-depth site visits that included inter- views with administrators and teachers, as well as observations. Data suggested five categories that contributed to the successful identification and participation of CLED students in gifted programs. These categories included modified identification procedures; program support systems, such as front-loading (identifying high-potential children and providing opportunities for advanced work prior to formal identification); selecting curriculum/instructional designs that enable CLED students to succeed; building parent/home connections; and using program evaluation practices designed to highlight avenues to CLED students’ success. Putting the Research to Use: This article describes identification and programming strategies designed to foster the successful inclusion of students from all cultural groups and all ages and geographic locations in gifted pro- grams. The strategies have been implemented in various types of programs and reflect a variety of approaches, including acceleration, enrichment, mentorships, and combinations of curricular and instructional approaches. These approaches can be implemented before identification has taken place to help prepare students for more chal-
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Reis - Gifted Child Quarterly http:/gcq.sagepub.com A...

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