Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of Literature
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| Title: | Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of Literature |
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| Language: | English |
| Authors: | Mun, Rachel U., Langley, Susan Dulong, Ware, Sharon, Gubbins, E. Jean, Siegle, Del, Callahan, Carolyn M., McCoach, D. Betsy, Hamilton, Rashea, National Center for Research on Gifted Education (NCRGE) |
| Source: | Grantee Submission. 2016. |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2016 |
| Sponsoring Agency: | Office of English Language Acquisition, Language Enhancement and Academic Achievement for Limited English Proficient Students (ED) Institute of Education Sciences (ED) |
| Contract Number: | R305C140018 |
| Document Type: | Information Analyses |
| Descriptors: | English Language Learners, Academically Gifted, Disproportionate Representation, Talent Identification, Screening Tests, Immigrants, Family Characteristics, Second Language Instruction, English (Second Language), Teaching Methods, Curriculum, Verbal Ability, Nonverbal Ability, Intelligence Tests, Cognitive Ability, Achievement Tests, Standardized Tests |
| Assessment and Survey Identifiers: | Raven Progressive Matrices, Raven Advanced Progressive Matrices, School and College Ability Tests, Kaufman Brief Intelligence Test, Stanford Binet Intelligence Scale, Iowa Tests of Basic Skills, Kaufman Assessment Battery for Children |
| Abstract: | While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED602387 |
| Database: | ERIC |
| Abstract: | While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed. |
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