Rethinking how we identify "gifted" students

被引：15

作者：

Peters, Scott J. ^{[1
]}

Carter, James ^{[2
]}

Plucker, Jonathan A. ^{[3
,4
,5
]}

机构：

[1] Univ Wisconsin, Assessment & Res Methodol, Whitewater, WI 53190 USA

[2] Univ N Carolina, Chapel Hill, NC 27515 USA

[3] Johns Hopkins Univ, Ctr Talented Youth, Talent Dev, Baltimore, MD USA

[4] Johns Hopkins Univ, Educ, Baltimore, MD USA

[5] Natl Assoc Gifted Children, Washington, DC USA

来源：

PHI DELTA KAPPAN | 2020年 / 102卷 / 04期

关键词：

gifted; talented; GT; advanced; talent development; identification; equity; EDUCATION; GAPS;

D O I：

10.1177/0031721720978055

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In the 21st century, what does a defensible, equitable model of gifted and talented student identification look like? For too long, gifted education's reason for being has been unclear, and the students it has served have been from too narrow a segment of the student population. With renewed attention to equity and personalized learning, gifted education should exist as one pathway through which students can have their needs met. Scott Peters, James Carter, and Jonathan Plucker outline several best practices in identifying gifted and talented students that, if implemented, would better align with the goal of gifted education, while also improving equity.

引用

页码：8 / 13

页数：6

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