Annotated Bibliography Gifted Learners

This annotated bibliography examines the challenges and possibilities of serving gifted learners in regular classrooms. It explores various approaches to curriculum development, identification strategies, and the role of teacher expectations in supporting gifted students. The bibliography also highlights the importance of addressing underrepresentation and promoting equity in gifted education.

Annotated Bibliography

TABLE OF CONTENTS
BIBLIOGRAPHY............................................................................................................................1
REFERENCES................................................................................................................................7

BIBLIOGRAPHY
Article 1 - Challenges and possibility for serving gifted learners
In recent times the entire landscape of education has transformed. It is because of
technology and change in needs and behaviour of people. There are some children who requires
different level of knowledge as they are gifted. It is essential to find those children among
population. There are certain belief and attitude about learning. The first is gifted students who
have different level of skills and abilities. Secondly, teacher is not responsible for providing all
knowledge, students can learn from other source as well. According to these beliefs curriculum is
developed. Educator thinks that if curriculum is modified then gifted students will not be able to
get high grades (VanTassel-Baska and Stambaugh, 2005.). Besides this, developing curriculum
requires a lot of understanding and knowledge. Apart from this, educators need to work with
cooperation with each other. The curriculum development requires time for effective planning.
Moreover, administration is not supporting them which is making it difficult to fulfil needs of
gifted students in regular classroom. But there is possibility of taking necessary steps for which
diagnostic prescriptive assessment can be applied. It was developed by Julian Stanley in 1970,
where students are grouped on basis of their needs.
Article 2 – Differentiation in regular classroom is equivalent to gifted programs and is
sufficient
Students differ from each other in various ways such as interest, ability, etc. Also, they
respond to things in different manner. The philosophy of differentiation state that needs of all
student cannot be met in single curriculum. The needs of gifted children can be fulfilled by using
this philosophy. Educator must foster talent of all students by identifying their interest. A
concept based curriculum can be developed for gifted students. Along with this, every educator
is trained to guide gifted student in one year. In differentiate curriculum teacher focuses on
developing in-depth understanding of scope, ideas, etc. which is necessary for teachers of
elementary school (Hertberg-Davis, 2009). Therefore, many schools have developed curriculum
that helps students to continue challenge who are excelled in certain area. With this they grow
and learn new things. Further, it has been analysed that teacher in classroom does not include

gifted students, because the individuals are considered as struggling learners. They believe that
gifted students do not require separate teaching. With differentiation the needs of unique students
are fulfilled but in a group. It is said by researcher that differentiation is enough to meet needs of
gifted ones but it is only focused on specific groups.
Article 3 - Recommendations for Practice: Designing Curriculum
for Gifted Student
It is very important to identify gifted students so that their needs can be fulfilled. For this
recruitment and identification method is followed. In a research it was identified that traditional
intelligence test such as Wechsler intelligence scale has predicted lower score for minority
children. Thus, guidelines are issued to identify these children. There are many investigations
done to identify issues related to gifted students. In this it was found that intervention and
retention programs should be considered for meeting needs of gifted learners. Minority students
suffers a lot when they participate with gifted one in advance level courses (Chandler, 2015).
Thus, students must be retained. For this there are three retention strategies that can be followed.
These are multicultural education, mentoring and non-cognitive skill development. In mentoring
nigrescence theory is described that suggest that racial identity is clustered in three stages that
are pre encounter, immersion and internalisation. In pre counter student sense is identified in
which they live. In second student feel a sense of anger and rage and in last stage they embrace
and celebrate minority identify. Non cognitive refers to personal attributes that include
motivation, persistence, self-control, etc. which can be easily cultivated in students. In some
study it is found that according to gifted students' intelligence and talent are fixed while effort
and persistence do not relate to their performance. Hence, non-cognitive factor help in
preventing different barriers.
Article 4 – Curriculum
Ideologies, and Adaptations to Linear Change in River School District:
Implications for Gifted and Talented
The curriculum of gifted students may be categorised as content, process, product, etc.
There have been several recommendations about developing curriculum for gifted students. It

can help in designing effective curriculum. They emphasise students to use their knowledge and
experience. As said by Allen Jr and Hunsaker, 2016 curriculum for gifted one is influence by
individual philosophy, relationship between students features. Also, two things must be taken
into consideration in order to make student learn beyond, scope and alignment with core
curriculum. Along with this, programme should also be based on some elements that is
characteristics of gifted students, higher level of education, advance thinking skills and student
growth.
Gifted children are those who are professionally qualified by virtue of birth. They have
high capabilities and growth ability. While designing curriculum needs must be identified. It
should be based on a consistent approach that means each thing must be critically reviewed. It
involves teachers as well as experts in development plan. Curriculum must be monitored to
ensure strategic alliance of educators with gifted learners. Besides this, it helps in effective
learning for these students. Also, assessment focuses on authentic learning. Gifted students
require qualified teacher as well.
Article 5 Enhancing gifted education
for underrepresented students: Promising recruitment and programming
strategies
There are several curriculum ideologies and theories followed and adopted while
developing curriculum. They are as follows: -
Linear – It states that school must perform like a well-oiled machine. It means they should
develop scope, charts and schedule according to the needs of students. This will help in
providing effective learning to children.
Rational – This ideology is based on reason or scientific method. This is applied in GT
education with the help of IC model. It focuses on traditional humanism curriculum.
Developmental – In this teacher reflects on growing needs of students with respect to their age.
It means that there is natural development of children.

Holism – In this approach educational power is shared between students, teacher and
environment. The objectives are developed with them. This philosophy is based on relationship
between teacher and students.
This research was done where 67000 students were taken as sample size. From this it
was concluded that teachers believe on practical things rather than applying ideologies or
theories. They said that linear changes have helped them in their career planning. Also,
technology has made student more effective and efficient. Ecker-Lyster and Niileksela, 2017 said
that models must be implemented over change of time. This will help in developing an effective
curriculum.
Article 6 - A Study of Educators’ and Students’ Perceptions of Academic Success for
Underrepresented Populations Identified for Gifted Programs
It is said by JOYCE VANTASSEL-BASKA that perception can change the behaviour of
people. In a study it was found that 85% of teacher uses referral process for identification. This
means of child is not seen as gifted, it is nominated for it. A survey was done in 386 primary
schools to identify the image of gifted students by gathering views of teachers. In the view of
JOYCE VANTASSEL-BASKA gifted students are highly motivated and intelligent. One issue
that occurs in them is gap between black and white because of teacher expectations and
practices. Besides this, how students react to actions between teacher expectations and outcome.
Students also have a perception about teacher. In this students perceived teacher expectation as
unfair. It is because teacher expect all of them as A grade. The findings of study show that in
57% school districts gifted students has been identified. Also, two third of newly gifted students
were cut off for several programs. It was also identified that gifted students did not possess high
verbal skills. Apart from this, lack of motivation and frustration was also an issue for them.
Article 7: A New Model Program for Academically Gifted Students in Turkey: Overview of
the Education Program for the Gifted Students’ Bridge with University (EPGBU)
In this research educational programs of gifted students in Turkey has been studied. For
this the EPGBU model is analysed. This program evaluates gifted students at each and every
stage. This is done by formative and summative evaluation techniques and with the help of

developing objectives. Besides this, while developing curriculum, EPGBU models were taken
into consideration such as curriculum compacting model, autonomous learner model. Also, this
curriculum is designed by taking skills like thinking, scientific, etc. It has helped gifted students
to improve their creativity, acceleration. In this model mentoring is most effective approach for
educating gifted students. It is an online approach known as e mentoring. EPGBU model was
developed with aim of mentoring gifted students. It benefited learners in developing scientific
skills, creative ideas, etc. They have gained scientific theory and philosophy of science
knowledge. From this it is concluded that EPGBU model has helped gifted students in effective
learning and training. For this high schools have established training program in academic field.
This model also removes the barrier of time and place.
Article 8: Exploring the Relationship Between Fidelity of Implementation and Academic
Achievement in a Third-Grade Gifted Curriculum: A Mixed Methods Study
` This article reflects empirical and descriptive understanding of curriculum for gifted
students. In this CLEAR model is defined. It was developed to reflect best practices in gifted
students so that high quality education curriculum can be developed. This model is based on two
languages where one focuses on poetry and second on research skills. Apart from model, teacher
expectancy theory is determined. It refers to different expectations about learning capability of
students in classroom. They are based on perceptual bias. The orientation of teacher is classroom
is different. It is because they develop different strategies for gifted students. It has been found
that belief and expectation of teacher which directly impact learners. It helps gifted students in
achieving their goals and objectives. If teacher is engaged with practices in curriculum, then it
will affect outcomes. Sometimes internal barriers like teacher orientation will affect their
practices. Thus, it is evaluated that teacher level of adherence is related to learning outcomes of
learners.
Article 9: An Investigation of Teachers’ Awareness and Willingness to Engage with a Self-
Directed Professional Development Package on Gifted and Talented Education
Educators should identify gifted students with the help of inclusive approach to
education. It is because gifted students are found in both specialised and mainstream classrooms.

So it is very important for educators to design appropriate curriculum for them. This is necessary
to do because gifted students have unique cognitive, affective and social needs compared to non-
gifted ones. It may include proficiency in language. Also, they have more advanced memory and
processing skills. In this teachers play vital role in academic success of these students. As
elucidated by Kylie Fraser-Seeto 2015 gifted ones achieve success without teacher intervention
but it is just a myth. There are factors that relate teacher awareness with gifted students. So
identification and provision for them is responsibility of teacher. Furthermore, they need to
provide opportunities for professional development of extraordinary students. There exists one
form of professional learning that includes attitude and self-assessment. It is concluded that there
is lack of support, knowledge in professional learning. But educators are aware of gifted students
in their schools. They want to improve their knowledge and practice by undertaking learning
programs.
Article 10: Addressing Under-Representation in Gifted Education: A Historical Case Study
of Policy and Practice in One School District
In US, the major problem is under-representation. It means many gifted students are not
determined. This problem occurs in low income families. It is stated by Darlene Wiggins
Dockery 2017 no child is gifted; as they are just specialised indifferent fields. First is talent
development. By these gifted students can be identified by initiating some program model. But
this can be affected if state changes their education policy. Another is early identification. In this
multiple criteria issued to identify students in educational programs. Also, administration should
support talent development in schools. They can help in developing curriculum and high level
opportunities. From research it has been concluded that policy developed for low income gifted
students will require to overcome academic challenges. This will create a positive impact on
reducing racial and socio economic gap. Government should modify education in order to meet
high needs of students. In this African, American, etc. students need be focused. The role of
family, culture, etc. must be consider regarding their personal context. The implementation of
policy depends on principals and teachers. Teacher must be motivated to implement new policies
and lead in field of gifted education pedagogy.

REFERENCES
Books and journals
Allen Jr, W.T. and Hunsaker, S.L., 2016. Teacher Conceptions, Curriculum
Ideologies, and Adaptations to Linear Change in River School District:
Implications for Gifted and Talented. Journal for the Education of the Gifted. 39(3).
pp.195-220.
Chandler, K.L., 2015. Recommendations for Practice: Designing Curriculum
for Gifted Students. Turkish Journal of Giftedness & Education. 5(2).
Ecker-Lyster, M. and Niileksela, C., 2017. Enhancing gifted education
for underrepresented students: Promising recruitment and programming
strategies. Journal for the Education of the
Gifted. 40(1). pp.79-95.
Hertberg-Davis, H., 2009. Myth 7: Differentiation in the regular
classroom is equivalent to gifted programs and is sufficient: Classroom
teachers have the time, the skill, and the will to differentiate adequately. Gifted Child
Quarterly. 53(4). pp.251-253.
VanTassel-Baska, J. and Stambaugh, T., 2005. Challenges and
possibilities for serving gifted learners in the regular classroom. Theory into Practice. 44(3)
pp.211-217.
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DOI: <http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=2485&context=ajte>