Effects of Failing to Identify Gifted and Talented Learners Annotated Bibliography Critical analysis of a selected issue of relevance to collaborative prac

Effects of Failing to Identify Gifted and Talented Learners Annotated Bibliography Critical analysis of a selected issue of relevance to
collaborative practice and educational provisions for
the gifted case study individual discussed in
assessment task 1. For example social and emotional
issues, twice exceptional learners, or cultural
perspectives Task: Annotated bibliography and recommendations for a program or
resource addressing a specific issue or barrier for gifted
learners. Words: 2000Some guidelines on the annotated bibliography:
Your bibliography should

Include an introduction and conclusion

include 5 references on an issue or barrier affecting gifted learners.

include current, relevant and credible research. The literature needs to be scholarly, peer
reviewed literature.

compare or contrast the reference with other works you have cited, and explain how this
reference contributes to the research on issues and barriers.

offer insight into why this source was chosen

offer insight into reflective and independent thinking about the issue or barrier
Other guidelines:
This is not an abstract, but an annotation- you need to critique the reference in such ways as critiquing
the author’s point of view, authority, clarity of expression, the intended audience.
You need to take great care to reference this research using the correct APA 6th referencing system. I have attached a sample that will give you an idea on how to complete the task.I have also attached references. You are to choose 5 from these references only! EDIE446 Assessment Task 2
Annotated Bibliography:
Failing to Recognising Gifted and
Talented Students,
and the Effects it May
Have on Students.
Anastasia Kouvalakis
S00209832
INTRODUCTION
Gifted and talented students are often seen as the students who require the least amount
of support or guidance in the classroom, and they are the students that teachers should
spend the least amount of time focusing on. This notion is completely untrue and is not a
good example of quality teaching. People often believe this as gifted and talented students
grasp ideas quickly and at a faster pace than other students, and often finish their work
ahead of their peers. This however, means that the teacher needs to do some extra
planning and provide more work for the student, in order to challenge them and allow them
to progress further, ergo providing them with more support. Gifted and talented students
require mass amount of support from their teacher in order for them to reach standards
and develop at their individual rate of progression. In order for students to do this and to
flourish, the teacher first needs to recognise their abilities. A major barrier that gifted and
talented students face regularly, is that their abilities and skills are not being recognised by
their teachers. This is a massive problem and could possibly cause massive implications
when it comes to a student’s education and development. The purpose of this annotated
bibliography is to explore the implications and hurdles gifted and talented students
experience, how this may impact their education, and the ways in which we can prevent this
from happening. The below five references explore these issues in great detail and discuss
the many effects they have on gifted and talented students.
S. W. Brown, J. S. Renzulli, E. J. Gubbins, W. Zhang & C. Chen. (2005). Assumptions
Underlying the Identification of Gifted and Talented Students. Educational Research and
Development Centers.
This study was taken from a wide range of teachers with different roles, and from differing
geographical areas. This study explores the different ways in which teachers are now able to
identify gifted and talented learners. For many years, teachers relied solely on written
testing to assess students and identify whether there were any academic talents they
possessed. Examples of this include a standard school exam, written papers, quizzes, IQ
tests, etc. As our knowledge of education, student capabilities has progressed over the
years, there are many ways in which we are able to identify giftedness apart from written
testing.
This paper draws on the background and historical forms of testing students for intelligence.
In previous decades, students who excelled and were deemed as higher performers in
comparison to their cohort or peers, were only recognised through administered
intelligence tests. This was evident during a time when teachers believed that a student’s
results from a written test were the most effective and accurate way of assessing their
abilities. A student’s capabilities were identified solely through exam testing and were
compatible with what the test measured (Brown, Renzulli, Gubbins, Zhang & Chen, 2005).
The way to distinguish students between gifted and talented, and average was
demonstrated by a cutoff mark. Students who surpassed a certain score were gifted and
talented, and other students who did not reach said score were labeled as ‘not gifted’.
These types of tests were most often only created for key learning areas which were seen as
most important – literacy and numeracy.
As our knowledge of student capabilities has progressed throughout the years, we now
know that this is not the only way to identify giftedness. Gardener’s Theory of Multiple
Intelligences is explore throughout this study. It is used as an example, as how in the
present day we assess students’ potential and giftedness in multiple areas. Gardner’s
Theory does not just limit itself to testing students on their literacy and numeracy skills. This
theory is used as a guide in many classrooms around the world, and is often studied in great
depth by teachers as good teaching practice. Gardner’s theory encompasses seven different
forms of intelligences, supporting the fact that students are able to be deemed gifted and
talented in ample areas other than literacy and numeracy. This theory allows student to be
identified as gifted and have their potential realised through their verbal intelligence,
mathematical intelligence, spatial-visual intelligence, kinesthetic intelligence, musical
intelligence, interpersonal intelligence, and intrapersonal intelligence. This study goes into
detail as to how students can have skills and capabilities developed at above standards for
their age level academically, creatively, personally and physically.
M. Frasier. (1995). Educators’ Perceptions of Barriers to the Identification of Gifted
Children from Economically Disadvantaged and Limited English Proficient Backgrounds.
National Research Center on the Gifted and Talented.
This study was conducted from a wide range of teachers in 14 different education schools.
The study was designed in order to grasp an awareness on the interpretations and opinions
that teachers told when trying to identify gifted and talented learners, and the hurdles they
may experience when trying to do this. This study explores the many ways in which teachers
and educators may fail to recognise the efforts and abilities of the gifted students within
their classroom.
Throughout the surveys conducted in this study, Fraiser came to the conclusion that there
are ample ways in which teachers may make the mistake of not efficiently identifying the
achievements of gifted learners within their classroom. Through the results of the study,
Fraiser found that the main reason teachers fail to recognise their gifted students is due to
their failed knowledge on gifted learners. This study displays how teachers often are not
properly educated on gifted and talented students, and do not fully understand what
characteristics they possess in order to identify them. Failing to recognise a students’
abilities will result in their talents and skills being misidentified, resulting in them not
receiving the appropriate support and education they require in order to develop at their
individual rate. (Post, 2017).
Other issues within this study were also identified as reasons as to why students who are
gifted are not noticed. These were ESL students struggle due to language barriers, and that
parents fail to provide their children with adequate learning environments at home. A major
barrier discussed in the study was also the attitudes and prejudices of teachers themselves.
All of these factors contribute to the failed identification of gifted learners, ultimately having
a negative impact on their overall education and school experience.
G. Betts & M. Neihart. (1988). Profiles of the Gifted and Talented. Davidson Institute.
This article reviews the different groups of gifted and talented learners. This reference
explains the many attitudes gifted students may display, their feelings and attitudes and
their needs. It also expresses the importance of supporting gifted and talented students,
and how both parents and educators are equally responsible for this. Appropriately
supporting gifted students entails recognition and praising their achievements, which first
and foremost comes from identifying that they are a gifted student. This source goes into
detail about the importance of knowing the many different characteristics and profiles of
gifted and talented learners, and how understanding these will allow parents and teachers
to correctly identify gifted students.
There are six different gifted groups Betts and Neihart discuss in this article: the successful
student; the challenging student; the underground; dropouts; double-labeled students; and
the autonomous. All six groupings represent all the different kinds of students teachers may
come across within their classrooms. No two students are the same, and gifted students
may present themselves in a wide array of personalities. This means that educators need to
come up with many different strategies in order to appropriately identify and assess gifted
students (National Association for Gifted Children, n.d.) In regards to ‘the challenging’ type
of students, Betts and Neihart express how educators often have difficulty in identifying
these students. Due to their creative and sarcastic nature, teachers often allow social
prejudices to cloud their judgement and refrain them from recognising that students’
potential.
This failure of recognition ultimately results in the student developing feelings of frustration
and resentment towards their teacher and the school. Not receiving the appropriate
education for their individual needs and not being praised accordingly may also begin to
effect their self-esteem. This will prevent them from being able to face learning challenges
head on, not allowing them to develop socially (Cunningham, 2019). Failing to recognise
talented students may also result in feeling of anger from said students. They may begin to
form notions of displeasure or resentment as a result of not having their needs met and not
being provided with an adequate education experience. This may cause implications for
them in the long run as their negative connotations of schooling may prevent them from
engaging in any further education in their future. This is clearly an issue as it will limit their
opportunities and they will not reach their full potential.
C. Wormald. (2009). An Enigma: Barriers to the Identification of Gifted Students with a
Learning Disability. Faculty of Education: University of Wollongong.
This study was conducted with the objective to come to an understanding of the barriers
that teachers encounter when attempting to identify gifted students who also have a
learning disability. As a teacher, it is your responsibility to keep an open mind regarding the
abilities of all of your students. Having doubts about their potential will automatically put
restraints on their development and motivation to complete tasks. In regards to students
with a learning disability, educators often allow societies prejudices of certain groups to
prevent them from displaying appropriate teaching practices.
This study expresses that although students may possess certain learning disabilities, it does
not automatically mean that they will perform below average or at the standard level. This
is a common misconception in society and is not factual. For example, children who are
gifted and talented may often obtain issues with attention. (Rosen, 2019). Children with a
short attention span may often steer away from the task or lose focus during lesson content
being taught. This may cause the teacher to believe that the child is incompetent to
complete a task, whereas this is in fact not always the case. It then becomes the educator’s
responsibility to engage the student, push them and challenge their abilities. This is a
perfect example of how educators may fail to the recognise potential of a students with a
learning disability.
This efficient research, this study was able to prove that teachers who possessed great
knowledge and understanding about gifted learners, and those who presented a positive
perspective on these students were able to identify gifted and talented learners, assist said
students and support their learning. Those teachers who has limited knowledge regarding
gifted and talented learners with learning disabilities resulted in those students obtaining
negative connotations of school.
CONCLUSION
All in all, these references clearly display ample evidence as to how failing to recognise the
gifted and talented students within your classroom could have serious negative implications
on their learning and development. These sources explicitly explain the emotional and
academic delays this oblivion by educators can cause, ultimately causing students to
possible develop feelings of resentment and defeat towards education as a whole.
References
B. Cunningham. (2019). The Importance of Self-Esteem for Kids With Learning
Attention Issues. Understood Org. Retrieved from: https://www.understood.org/en/friendsfeelings/empowering-your-child/self-esteem/the-importance-of-self-esteem-for-kids-withlearning-and-attention-issues
C. Wormald. (2009). An Enigma: Barriers to the Identification of Gifted Students with
a Learning Disability. Faculty of Education: University of Wollongong. Retrieved from:
file:///Users/anastasiakouvalakis/Downloads/02Whole.pdf
G. Betts & M. Neihart. (1988). Profiles of the Gifted and Talented. Davidson Institute.
Retrieved from: http://www.davidsongifted.org/Search-Database/entry/A10114
M. Frasier. (1995). Educators’ Perceptions of Barriers to the Identification of Gifted
Children from Economically Disadvantaged and Limited English Proficient Backgrounds.
National Research Center on the Gifted and Talented. Retrieved from:
https://files.eric.ed.gov/fulltext/ED402707.pdf
National Association for Gifted Children. (n.d.) Identification. Retrieved from:
https://www.nagc.org/resources-publications/gifted-education-practices/identification
Northern Illinois University. (2009). Howard Gardner’s Theory of Multiple
Intelligences. Faculty Development and Instructional Design Center. Retrieved from:
https://www.niu.edu/facdev/_pdf/guide/learning/howard_gardner_theory_multiple_intelligen
ces.pdf
P. Rosen. (2019). Gfited Children’s Challenges with Learning and Attention Issues.
Understood Org. Retrieved from: https://www.understood.org/en/friendsfeelings/empowering-your-child/building-on-strengths/gifted-childrens-challenges-withlearning-and-attention-issues
G. Post. (2017). When Gifted Children are not Identified as Gifted. Gifted Challenges
Simple Theme. Retrieved from: https://giftedchallenges.blogspot.com/2017/12/whengifted-children-are-not-identified.html
S. W. Brown, J. S. Renzulli, E. J. Gubbins, W. Zhang & C. Chen. (2005). Assumptions
Underlying the Identification of Gifted and Talented Students. Educational Research and
Development Centers. Retrieved from: https://journals-sagepubcom.ezproxy1.acu.edu.au/doi/pdf/10.1177/001698620504900107
686216
research-article2017
JEGXXX10.1177/0162353216686216Journal for the Education of the GiftedEcker-Lyster and Niileksela
Article
Enhancing Gifted Education
for Underrepresented
Students: Promising
Recruitment and
Programming Strategies
Journal for the Education of the Gifted
2017, Vol. 40(1) 79­–95
© The Author(s) 2017
Reprints and permissions:
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https://doi.org/10.1177/0162353216686216
DOI: 10.1177/0162353216686216
journals.sagepub.com/home/jeg
Meghan Ecker-Lyster1 and Christopher Niileksela1
Abstract
For decades, our educational system has been criticized for the limited recruitment
and retention of minority students in gifted education programs. Unfortunately,
relatively little progress has been made to alleviate these concerns. An examination
of the literature on gifted education for underrepresented students reveals a dearth
of information regarding effective programming practices. This article seeks to fill
this void by exploring promising best practices for recruitment and retention of
underrepresented students in gifted education. Multicultural education, mentoring,
and noncognitive skill development are three promising areas that gifted educators
can use to enhance programming.
Keywords
minority students, literature review, gifted programming, underrepresentation
Equal educational opportunity has long been a battle cry for the American educational
system. Throughout history, there has been a wealth of political, social, and legal
attention centered on the inequalities that litter our educational system, and as a result
of this national attention, several federal mandates have been put into action, such as
the Individuals With Disabilities Education Act (IDEA, 1990). This act ensures that
children with disabilities have access to a free and appropriate education. With each
1University
of Kansas, Lawrence, KS, USA
Corresponding Author:
Meghan Ecker-Lyster, Educational Psychology Department, University of Kansas, Joseph R. Pearson Hall,
Room 608, 1122 West Campus Rd., Lawrence, KS 66045, USA.
Email: meecker@ku.edu
80
Journal for the Education of the Gifted 40(1)
new mandate, the face of education was reshaped, and supports were developed to
ensure greater access to education for individuals with disabilities.
Although special education programs, including gifted programs, were developed
with the intent of improving educational opportunity for students with unique educational needs, inequality continues to exist across our nation’s special education programs (Borland, 2004). However, the consensus on the degree of disproportionality in
special education is mixed (cf. Morgan et al., 2015; Skiba et al., 2008). Researchers
who argue that disproportionality continues to exist cite the fact that minority students
are still significantly underrepresented within gifted education programs (Borland,
2004; Skiba et al., 2008). This concern was recently highlighted in a 2014 special issue
of Gifted Child Today, which showcased the unique challenges that racially, ethnically,
and linguistically different (RELD) students encounter and their underrepresentation
in gifted education. One cause of this disproportionate representation is that RELD
students are being recruited into gifted programs and advanced-level courses at significantly lower rates than White children (Donovan & Cross, 2002; Ford, Coleman,
& Davis, 2014; McBee, 2006; Olszewski-Kubilius & Thomson, 2003). The problem is
further perpetuated once these students enter gifted programs. Research shows minority students are more likely to drop out of gifted programs than White students (Ford,
2012; Grantham, 2004a). This disproportionate representation of minority students
within gifted education is often referred to as the excellence gap (Plucker, Burroughs,
& Song, 2010).
As our nation becomes increasingly more diverse, the educational system is tasked
with the responsibility of developing high levels of talent among all groups of children
by providing equitable education (Olszewski-Kubilius & Clarenbach, 2014). The purpose of this article is to examine the research on promising best practices for effective
recruitment and programming strategies specifically designed for gifted minority
students.
Recruitment and Identification
A major criticism of gifted education is the underrepresentation of RELD students
within these programs. Donovan and Cross (2002) examined nationally representative
data from the 1998 Office for Civil Rights (OCR) survey and found that 6.2% of all
public school children were placed into gifted education programs; however, placement rates varied dramatically across racial groups.1 The highest rates were for Asian/
Pacific Islander students who had a 9.98% placement rate (i.e., one in 10 students from
this minority group were in a gifted program). Non-Hispanic White students had a
7.75% rate, whereas the lowest rates were for Black students at a 3.04% placement
rate, Hispanic students at 3.57%, and American Indian/Alaskan native students at
4.86%.
Problems with the identification and recruitment methods used to solicit students
for gifted education are frequently cited as major contributing factors to the underrepresentation of low-income and minority students (Olszewski-Kubilius & Thomson,
2003). Research has found that traditional intelligence tests, such as the Wechsler
Ecker-Lyster and Niileksela
81
Intelligence Scale for Children–Fourth Edition (WISC-IV; Wechsler, 2003), have
yielded lower scores for minority children (Naglieri & Ford, 2003). To address this
concern, several s…
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