Written in EnglishRead online
|Statement||Alexinia Y. Baldwin, editor|
|Series||Essential readings in gifted education -- 6|
|Contributions||Baldwin, Alexinia Y, National Association for Gifted Children (U.S.)|
|LC Classifications||LC3993.9 .C85 2004|
|The Physical Object|
|Pagination||xxxi, 232 p. :|
|Number of Pages||232|
|LC Control Number||2004001091|
Download Culturally diverse and underserved populations of gifted students
Culturally diverse and underserved populations of gifted students. Thousand Oaks, CA: Corwin Press. This book, part of the Essential Readings in Gifted Education series, contains twelve seminal articles from Gifted Child Quarterly.
Each article addresses critical issues related to culturally and linguistically diverse gifted. She has authored more than articles, 9 books, 40 book chapters, and numerous monographs and technical reports.
Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students.4/4(1). The expert guide to the major issues and most promising strategies for meeting the needs of high-ability, culturally diverse students.
Biased testing strategies, societal pressures and the attitudes of teachers are but a few of the obstacles that hamper efforts to identify and serve the needs of culturally diverse gifted students.
The articles in Culturally Diverse and Underserved. Introduction to Culturally Diverse and Underserved Populations of Gifted Students Alexinia Y. Baldwin University of Connecticut, Storrs The issues related to the absence of representative numbers of culturally diverse populations of gifted students in programs for the gifted are high-File Size: KB.
Book > Professional Books > Teaching Strategies for Diverse Students We at Corwin remain steadfast in our pledge as your partner in professional learning. Here are a number of free resources to assist you: School Leaders’ Toolkit for Responding to COVID and Resources for Teaching Online.
Identifying Gifted Children from Diverse Populations While many districts and states have made improvements in identifying and serving a broader range of advanced students, there remains much to be done to ensure that all high-ability students receive appropriate gifted education services to meet their needs.
Introduction to Culturally diverse and underserved populations of gifted students / Alexinia Y. Baldwin --I'm Black but look at me, I am also gifted / Alexinia Y. Baldwin --Challenging expectations: case studies of high-potential, culturally diverse young children / Carol Ann Tomlinson, Carolyn M.
Callahan, and Karen M. Lelli --Identifying. Culturally and linguistically diverse (CLD) learners are defined as any learners who may be underserved in a gifted program. Although the term CLD learners may have different meanings in different contexts, it is applied in this book as an all-encompassing term that includes any student whose culture and/or language is different from that of the majority culture in his or her school.
Introduction to Culturally Diverse and Underserved Populations of Gifted Students - Alexinia Y. Baldwin 1. I'm Black But Look At Me, I Am Also Gifted - Alexinia Y. Baldwin 2. Challenging Expectations: Case Studies of High-Potential, Culturally Diverse Young Children - Carol Ann Tomlinson, Carolyn M.
Callahan, and Karen M. Lelli : $ She has authored more than articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students.
Culturally Diverse and Underserved Populations of Gifted Students by Alexinia Y. Baldwin,available at Book Depository with free delivery worldwide.4/5(1). Issues and practices in the identification and education of gifted students from under-represented groups.
Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut. Castellano, J.A. & Frazier, A.D. Special populations in gifted education: Understanding our most able students from diverse backgrounds. Find helpful customer reviews and review ratings for Culturally Diverse and Underserved Populations of Gifted Students (Essential Readings in Gifted Education Series) at Read honest and unbiased product reviews from our users.4/5.
the fields of gifted education, language and culture, and the adaptation process and identity development of Vietnamese Americans in the U.S. I first address the culturally-defined conceptions of giftedness by which schools have traditionally used to determine giftedness in students.
Next is a discussion of a Vietnamese-American. The articles in Culturally Diverse and Underserved Populations of Gifted Students address these and other issues and suggest tactics to resolve the under representation of high-ability minority students in gifted features include: Alexinia Y.
Baldwin's review of the literature on underrepresented populations in gifted programs and. This volume addresses the underrepresentation of culturally diverse and/or economically disadvantaged students in gifted and talented programmes, from the inadequate identification process to culturally unsavvy programming and programme staffing.
Reducing Disproportionate Representation of Culturally Diverse Students in Special and Gifted Education. Artiles, Alfredo J., Ed.; Zamora-Duran, Grace, Ed. This book discusses the disproportionate representation of students from minority backgrounds in special education and gifted classes, and presents strategies that practitioners can use to Cited by: Alexinia Y.
Baldwin is the author of Culturally Diverse and Underserved Populations of Gifted Students ( avg rating, 1 rating, 0 reviews, published 2 4/5(2). Reaching Culturally Diverse and Underserved Populations Howie Brox Co‐Founder and President CBIO Inc. Toronto, Ontario Kathleen Culhane President Nontraditional Employment for Women (NEW) New York, New York Tara Fong Manager, Canada Job Fund Programs Industry Training Authority Richmond, British Columbia TRUTH 2: Gifted students come from all walks of life.
Gifted children are represented in all cultural, ethnic, racial and socioeconomic groups. THE TRUTH: Giftedness is Innately Diverse Intellectual giftedness is inborn, and therefore cannot and does not discriminate racially, culturally, ethnically or socioeconomically.
Culturally diverse students are receiving much deserved attention by educators of the gifted. Historically, the field has been unable to answer all concerns. The construct of underachievement in gifted students differs across cultures.
Unfortunately, little research has focused specifically on culturally diverse underachievers (Ford, ; Reis, Hebert, Diaz, Maxfield, & Ratley, ).
Culturally diverse students face unique barriers to their achievement for several reasons. Still, too many new teachers leave college unprepared to work with low-income and culturally and linguistically diverse students.
That was the consensus of a Congressional roundtable discussion of teachers and teacher educators hosted by Rep. Susan Davis (D-Calif.) that focused on strategies for strengthening the teacher workforce. Teaching is a holistic approach. Teaching diverse populations should be recognized as a holistic approach that enriches the lives of all children in the class, and the personal and academic relationship between students and their teachers is probably the.
Characteristics of Potentially Gifted Students from Culturally Diverse Backgrounds • Student is fluent in their native language and has a large vocabulary. • Student can generalize concepts and transfers knowledge from one situation to another.
• Student is. The share of poor, gifted students actually being served by gifted-education programs is even lower than that. And while 18% of white students and 28% of Asian students in the Buckeye State are deemed gifted, only 5% of black students and 6% of Hispanic students are identified as such.
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This article explores the world of curriculum intervention for gifted students from low-income and culturally diverse backgrounds. It delineates both general and specific approaches to practices that can be used in classrooms and beyond.
Affective and conative concerns are addressed as they have an impact on motivation and by: 4. Diverse Gifted Populations 1 Title Page Culturally Diverse and Underserved Populations of Gifted Students In the United States and in Taiwan: Equitable Access to Gifted Education Ya-Ting Ho Submitted in Partial Fulfillment of the Requirements for the Degree Master of Science in Education School of Education and Counseling Psychology.
forms/underserved-populations-summit/lIlinois School District U Seating is limited. Save the Date. Ap Workshop II: Instructional & Classroom Strategies for Underserved Gifted Populations Location: Elgin, IL • Characteristics of culturally and linguistically diverse and.
low-income gifted children • How to create culturally. Baldwin, Alexinia Y. Culturally Diverse and Underserved Populations of Gifted 6 of Essential Readings in Gifted Education, Corwin Press, This collection of articles highlights the problems of identifying giftedness in and appropriately serving diverse students.
Entrance to many gifted programs is based solely on academic prowess or traditional measures of intelligence. However, these methods often overlook culturally diverse populations. At The. forms/underserved-populations-summit/ Seating is limited.
Save the Date. Ap Workshop II: Instructional & Classroom Strategies for Underserved Gifted Populations Location: Elgin, IL • Characteristics of culturally and linguistically diverse and low-income gifted children • How to create culturally responsive, supportive classrooms. Furthermore, gifted and advanced learners who are culturally, linguistically, and economically diverse (CLED) consistently perform below their white, middle- and upper-class peers (Plucker et al., ).
The use of standardized tests to identify gifted CLED students will clearly fail to produce an equitable result.
In a research study examining the difficulties culturally diverse students face in test taking, inner-city African American and Latino 4tfi- and 5th-grade students, including 14 identified gifted students, were asked how they thought they performed after completing three different achievement tests in October.
Spread the loveCollege attendance has become a necessity for entry into the contemporary workforce. This shift is a direct result of President Obama’s goal of having the largest percentage of college graduates out of all the countries in the world by With this edict has come an influx of students that may not have attended college as early as a decade ago.
That being. Twenty-five papers address issues of the underserved gifted, including environmental influences, multicultural and global factors, special learning problems, and the highly gifted and creatively gifted.
The papers are:Cited by: 2. Culturally Diverse and Underserved Populations of Gifted Students by Alexinia Y. Baldwin and Sally M. Reis: Twice-Exceptional and Special Populations of Gifted Students by Susan Baum and Sally M. Reis: Social/Emotional Issues, Underachievement, and Counseling of Gifted and Talented Students by Sidney M.
Moon and Sally M. Reis. The grant elevates culturally responsive identification and services and provides for underserved gifted rural populations by preparing educators, administrators and families to understand the unique needs of gifted and talented learners.
Professional learning modules for educators and administrators are available at no cost. The underrepresentation of students from historically marginalized populations—including English language learners, twice-exceptional students, culturally and linguistically diverse students, and economically disadvantaged students—in our gifted programs and services continues to be a critical issue in education.
Equity and Excellence: Providing Access to Gifted Education for Culturally Diverse Students. made for the elements of anew paradigm for identifying talent .Culturally responsive teaching (CRT) is a research-based approach that makes meaningful connections between what students learn in school and their cultures, languages, and life connections help students access rigorous curriculum, develop higher-level academic skills, and see the relevance between what they learn at school and their lives.
She has authored more than articles, 9 books, 40 book chapters, and numerous monographs and technical reports. Her research interests are related to special populations of gifted and tal-ented students, including: students with learning disabilities, gifted females and diverse groups of talented students/5(5).