Gifted Education Structures in Elementary Schools and Their Connections to Program Focus

• In Event: 30.068 - Curriculum and Instruction for the Gifted and Talented: Promises and Challenges

Abstract

Gifted education programs are diverse with respect to their structure and foci. This diversity is reflective of the field itself. With this large, multi-state study, we surveyed practices employed in elementary schools (N = 1,548). Differences were observed in the implementation mechanics of English and mathematics curriculum. Interrelationships between program structures emerged (e.g., existence of separate gifted curriculum and pull-out instruction, ( = .16). Schools reported a focus on 21st century skills and enrichment techniques while neglecting acceleration strategies and cultural responsiveness. Lastly, we observed a number of statistically significant relationships between program structures and the foci used in gifted programs. These relationships may reflect underlying beliefs in the field. Their implications are examined and future directions are discussed.

Authors

• Del Siegle, University of Connecticut

• Jeb S Puryear

• William Estepar-Garcia, University of Connecticut

• Carolyn M. Callahan, University of Virginia

• E. Jean Gubbins

• D. Betsy Mccoach, University of Connecticut

• Rachel U Mun, University of North Texas

• Christina M. Amspaugh, University of Virginia