Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 3 of 3
Full-Text Articles in Education
Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez
Identifying Gifted And Talented English Language Learners: A Case Study, Bryn Harris, Jonathan Plucker, Kelly Rapp, Rebecca Martinez
Bryn Harris
With the sharp rise in students who are English language learners (ELL), research on identifying and serving the needs of gifted and talented (GT) ELL students offers fertile ground for best practice guidelines. The current study describes GT/ELL identification practices based on an in-depth case study of one diverse school district in the Midwest. School personnel, parents, and students participated in separate semistructured group interviews about their experiences regarding GT/ELL identification. Interviews were audiotaped, transcribed, and analyzed for thematic content. Additionally, district and state policy documents about GT and ELL identification practices were reviewed. Results highlight the theoretical and practical …
Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech
Gifted Girls: Gender Bias In Gifted Referrals, Margarita Bianco, Bryn Harris, Dorothy Garrison-Wade, Nancy Leech
Bryn Harris
The goal of this mixed-methods study was to explore the effect of gender on teachers' willingness to refer students to a gifted and talented program. Teachers (N = 28) were provided with one of two profiles (i.e., female or male) describing a gifted student. Results indicated that teachers' decisions for referral to gifted programs were significantly influenced by the student's gender; teachers were much less willing to refer a female student than an identically described male student to gifted programs. Further, qualitative analysis revealed that teachers' descriptions of students and reasons for their referral decisions differed considerably based on the …
Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris
Strength-Based Rti: Developing Gifted Potential In Spanish Speaking English Language Learners, Margarita Bianco, Bryn Harris
Bryn Harris
This article proposes a strength-based response to intervention (RTI) model for developing and identifying gifted potential in English language learners (ELLs). In the recent years, much has been written about RTI; however, the potential of RTI for meeting the needs of gifted ELLs has not yet been explored. This article seeks to address this void by proposing a multi-tiered system of supports designed to meet the unique learning needs of gifted, Spanish-speaking ELLs.