State of the State in Gifted Education 2010

2010 ◽  
Keyword(s):  
Gifted Education ◽  
The State

Spending Floors in Gifted Education Services

2021 ◽  
Vol 42 (1) ◽  
pp. 32-45
Author(s):  
Jaret Hodges ◽  
Jessica Ottwein
Keyword(s):  
Public School ◽  
School Districts ◽  
Gifted Education ◽  
The State ◽  
Public School Districts ◽  
Policy Makers ◽  
Education Services

For nearly two decades, the state of Texas mandated gifted education services and provided funding to public school districts. One policy that was unique to the state is the mandatory minimum spending. This research examines how these mandatory minimum spending floors influence spending in public school districts within the state and how that influence varies across locales. Our findings provide evidence that rural public school districts in Texas were more likely to operate near to the mandatory state minimum spending for gifted education than non-rural public school districts. In particular, rural public school districts allocated 50% of the funds towards gifted education programming as suburban public school districts when the minimum spending floors was accounted for. The results should provide caution to policy makers on the possible ramifications of removing spending floors on gifted education programming in rural public school districts.

State Definitions on the Gifted and Talented: A Report and Analysis

1978 ◽  
Vol 1 (1) ◽  
pp. 44-62 ◽  
Author(s):  
Frances A. Karnes ◽  
Emily C. Collins
Keyword(s):  
Gifted And Talented ◽  
Gifted Education ◽  
The State ◽  
Additional Analysis ◽  
Advisory Panel ◽  
Intellectually Gifted

The definitions of the gifted and talented in fifty states were compiled through questionnaires completed by persons designated as the state director of gifted education. The definitions were analyzed to determine the number and percentage of states using the definition established by the Advisory Panel to the USOE in 1972. Additional analysis was undertaken to determine the components of the various state definitions, if both intellectually gifted and talented were included, and the degree to which states were including students with either demonstrated or potential ability.

scholarly journals Gifted Education Through the Lens of Religion

2021 ◽  
Vol 14 (4) ◽  
pp. 48
Author(s):  
Nasser M. Almutairi ◽  
Penny N. Round ◽  
Niranjan R. Casinader
Keyword(s):  
Education System ◽  
Gifted Education ◽  
Religious Studies ◽  
The State ◽  
Emotional Needs ◽  
Islamic Culture ◽  
Religious Philosophy ◽  
The West ◽  
Social And Emotional ◽  
Highly Able

This paper aims to understand the influence of Islamic religious philosophy on the application of gifted education in schools. To date, little attention has been paid to the influence of religion, particularly Islam, on how giftedness or areas of talent are viewed and accommodated in the education system. The article considers that Islamic culture pays more attention to areas of talent, such as religious studies, leadership, wisdom and morality, with much emphasis on highly able people with spiritual, social and emotional needs. While in the West, religion may have less impact on gifted education which could be because of separating religion from the state. Therefore, a number of areas of giftedness/talent may be admired or ignored due to the influence of religion when it comes to educational practices. This paper gives an example of how Islam influences some areas of giftedness/talent such as music, art, sports and leadership.

Teacher Certification in the Education of the Gifted: an Update

1981 ◽  
Vol 4 (2) ◽  
pp. 123-131 ◽  
Author(s):  
Frances A. Karnes ◽  
Emily C. Collins
Keyword(s):  
Teacher Certification ◽  
Gifted Education ◽  
The State ◽  
Current Information ◽  
Positive Attitudes ◽  
Course Work ◽  
Certification Requirements ◽  
Specialized Course

Current information on specialized certification requirements for teaching the gifted was elicited from the state consultants responsible for gifted education. Currently 10 states have certification requirements which specify specialized course work in gifted education. While state consultants generally have positive attitudes toward certification for teaching the gifted, only 10 additional states are working toward the establishment of certification requirements.

Evaluating the State of a Field: Effect Size Reporting in Gifted Education

2008 ◽  
Vol 77 (1) ◽  
pp. 55-68 ◽  
Author(s):  
Michael S. Matthews ◽  
Marcia Gentry ◽  
D. Betsy McCoach ◽  
Frank C. Worrell ◽  
Dona Matthews ◽  
...  
Keyword(s):  
Effect Size ◽  
Gifted Education ◽  
Field Effect ◽  
The State

An Administrators’ Association Partnership Translates to Gifted Education Advocacy

2020 ◽  
Vol 44 (1) ◽  
pp. 13-19
Author(s):  
Ann Robinson
Keyword(s):  
Gifted Education ◽  
Policy Development ◽  
Central Office ◽  
Professional Community ◽  
State Level ◽  
The State ◽  
Central Office Administrators ◽  
Educational Administrators ◽  
Teachers And Parents ◽  
Education Administrators

A formal partnership between a state-level umbrella association of educational administrators and one of its constituent associations, the association of gifted education administrators, has resulted in successful legislative and policy advocacy for gifted education. The formal partnership encouraged leaders of the gifted education professional community to identify as administrators and to collaborate with superintendents, principals, and other central office administrators. For the past three decades, this unique partnership has flourished and provides a model that other states can adapt to their context. In addition to the formal administrative association partnership, an informal partnership operates between two state gifted education associations (one focused on gifted education coordinators and administrators; the other focused on teachers and parents) and the umbrella organization of central office and building level educational administrators in the state. A key feature of the formal partnership is shared governance between the umbrella association and its 12 member associations, one of which comprises gifted education administrators. The informal partnership is linked by advocacy and policy development initiated by the salaried Legislative Advocate and a standing Legislative committee that includes the presidents of the state association for gifted education administrators and the president of the teacher and parent association. The benefits of the formal partnership and suggestions for initiating such a partnership in other states are discussed. The complexities of the informal partnership are explored.

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