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Direct linkGubbins, E. Jean; Siegle, Del; Ottone-Cross, Karen; McCoach, D. Betsy; Langley, Susan Dulong; Callahan, Carolyn M.; Brodersen, Annalissa V.; Caughey, Melanie – Gifted Child Quarterly, 2021
The importance of alignment between identification processes and program design is widely noted in gifted and talented education literature. We analyzed publicly available district gifted program plans (Grades 3-5) from two states to examine the extent to which district identification practices matched intervention strategies. Our team developed a…
Descriptors: Talent Identification, Academically Gifted, Gifted Education, Program Design
Peer reviewedMustafaa, Faheemah N.; Lozada, Fantasy T.; Channey, Joset; Skoog-Hoffman, Alexandra; Jagers, Robert J. – Middle Grades Research Journal, 2017
School engagement is important in promoting adolescents' academic and socioemotional outcomes. We explored whether sixth-grade students' (N = 571, M[subscript age] = 11.27, 52% female, 50% racial/ethnic minority) school engagement at the end of the academic school year was facilitated by their perceptions of teachers' classroom practices and…
Descriptors: Middle School Students, Teaching Methods, Educational Practices, Grade 6
Payne, Elizabethe C.; Smith, Melissa – Journal of LGBT Youth, 2011
This article describes the rationale and design of The Reduction of Stigma in Schools--an innovative professional development program that aims to empower educators to create supportive learning environments for LGBTQ (lesbian, gay, bisexual, transgender, queer) students. Part of a larger evaluation study, the authors illustrate how the core…
Descriptors: Workshops, Professional Development, Social Bias, Empowerment
