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The Evidence Base for Advanced Learning Programs
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Plucker, Jonathan A.; Callahan, Carolyn M. – Phi Delta Kappan, 2021
There is substantial evidence on the effectiveness of many forms of advanced education, especially various approaches to acceleration, ability grouping, and curricular innovations such as structured curriculum and enrichment. Nonetheless, additional research on the ways in which advanced education impacts the learning and lives of students across…
Descriptors: Talent Development, Academically Gifted, Gifted Education, Program Effectiveness
Myth 3: A Family of Identification Myths--Your Sample Must Be the Same as the Population. There Is a "Silver Bullet" in Identification. There Must Be "Winners" and "Losers" in Identification and Programming
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Callahan, Carolyn M. – Gifted Child Quarterly, 2009
The evolution of several interrelated myths reflects a combination of misinterpretation of statistics, the commendable intention of ensuring that bias and prejudice do not play roles in the provision of services to underrepresented populations of gifted students, and misapplication of programming options for gifted students. Separately, these…
Descriptors: Curriculum Development, Academically Gifted, Low Income Groups, Disproportionate Representation
Curricular Modifications, Family Outreach, and a Mentoring Program: Impacts on Achievement and Gifted Identification in High-Risk Primary Students.
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Moon, Tonya R.; Callahan, Carolyn M. – Journal for the Education of the Gifted, 2001
A study investigated the efficacy of specific interventions (mentoring, parental involvement, and multicultural curricula) on academic achievement of 273 elementary students from low-socioeconomic environments. The interventions had no statistically significant effect on student achievement in any grade. However, by the end of the program,…
Descriptors: Ability Identification, Academic Achievement, Academically Gifted, Disadvantaged Youth