Gifted and Talented Education in the United States
Gifted and Talented Education in the United States
Abstract
The purpose of this research is to find the best way for selecting and teaching gifted children for Gifted and Talented Education Programs in the United States. It explores who exactly are defined as "gifted students" and what their characteristics are like compared to regular students. Then it explains main ways of selecting and teaching them and listing pros and cons of each method. Finally it concludes that in order for Gifted and Talented Education in America to give full scope to gifted students' ability, it is best to select children by using a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the method called cluster grouping.
Introduction Although school districts in the United States recognize that gifted and talented students are children with unique advantage and excellence, state laws, local policies, and available funding vary widely in each state. Therefore each school has their own services and curriculum for gifted students and also there is uneven protection for gifted and talented students under the law. This holds back the progress of gifted students which means that the disparity of school districts is taking away the children’s capability, potential, and their future. Therefore, it is important to unify the selection method and the broad idea of how to teach gifted students. There are many ways of selecting and teaching them, but the best way to select children is to use a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the cluster grouping method because these are the most effective way to select and teach gifted students in order to cultivate unique their skills and expand the possibilities for their future. In this paper, it will define what Gifted and Talented Education Program and who gifted students are, and explain what kind of
Abstract
The purpose of this research is to find the best way for selecting and teaching gifted children for Gifted and Talented Education Programs in the United States. It explores who exactly are defined as "gifted students" and what their characteristics are like compared to regular students. Then it explains main ways of selecting and teaching them and listing pros and cons of each method. Finally it concludes that in order for Gifted and Talented Education in America to give full scope to gifted students' ability, it is best to select children by using a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the method called cluster grouping.
Introduction Although school districts in the United States recognize that gifted and talented students are children with unique advantage and excellence, state laws, local policies, and available funding vary widely in each state. Therefore each school has their own services and curriculum for gifted students and also there is uneven protection for gifted and talented students under the law. This holds back the progress of gifted students which means that the disparity of school districts is taking away the children’s capability, potential, and their future. Therefore, it is important to unify the selection method and the broad idea of how to teach gifted students. There are many ways of selecting and teaching them, but the best way to select children is to use a set of Measures of Academic Progress Test, Otis Lennon School Ability Test, and Structure of Intellect and teach them in the cluster grouping method because these are the most effective way to select and teach gifted students in order to cultivate unique their skills and expand the possibilities for their future. In this paper, it will define what Gifted and Talented Education Program and who gifted students are, and explain what kind of