To close the achievement gap, the "No Child Left Behind" law calls for all students to make appropriate yearly progress. This presumably means that progress is being made by capable readers at the same time progress is being made by struggling readers. However, there appear to be unintended effects of "No Child Left Behind"…

Adult and continuing education practitioners must engage in continuing professional education as a means of developing and maintaining their professional competence. This paper reviews the literature on competencies for continuing educators and examines the strengths of existing instruments for continuing educators to self-assess their…

The principal objective of this study was to gain insight into preservice elementary teachers understanding of the mean. Specifically, the research focused on identifying preservice teacher conceptions of the role and function of the mean as a statistical measure. Multiple data sources and data collection methods were utilized in an effort to…

Purpose: The purpose of this paper is to describe the assessment practices reported by Canadian educators and workplace supervisors involved in exemplary work-based education (WBE) programs for high-school students. Design/methodology/approach: Six focus groups were conducted, four with teachers and coordinators and two with workplace supervisors…

This study compared the gifted program performance of 121 economically disadvantaged students identified by using the Research-Based Assessment Plan (RAP) and 166 students who were not economically disadvantaged identified through traditional identification methods. The study also compared the RAP-identified students' attitudes toward school to…

Computerized adaptive (CA) testing uses an algorithm to match examinee ability to item difficulty, while self-adapted (SA) testing allows the examinee to choose the difficulty of his or her items. Research comparing SA and CA testing has shown that examinees experience lower anxiety and improved performance with SA testing. All previous research…

This analysis of underserved gifted preschool and primary children explores the identification of gifted children from the current perspective, examines the impact of current identification practices on underserved populations, outlines some promising practices for assessment, and summarizes implications for educational development when serving…

This paper looks at broad trends in education of the gifted and identifies elements that states should review and reconsider in terms of the current climate for educational reform. The 1972 Marland report is contrasted with the 1993 report of the U.S. Department of Education titled "National Excellence: A Case for Developing America's…

This paper addresses the problem of identifying and developing talent in children from culturally different backgrounds in New Zealand. The paper offers examples of how even applying the recommended "best practice" of multi-dimensional identification approaches can be inadequate for identifying gifted children from Maori, Polynesian, or…

This guide to residential state academies for academically gifted high school students discusses the history of this movement, student characteristics, curricula, faculty, outreach programs, and evaluation. The establishment of the nine existing state institutions is traced from the prototype, the North Carolina School for Science and Mathematics,…

This paper discusses the characteristics, identification, and curriculum needs of gifted students who also have learning disabilities. Three different subgroups of twice-exceptional students are described: (1) students who have been identified as gifted yet are exhibiting difficulties in school; (2) students identified as having learning…

Twenty-one elementary school teachers from Taiwan and 53 elementary school teachers from the New York metropolitan area were interviewed to compare the structure of talented and gifted programs (TAG), their strengths and weaknesses, and provisions for program evaluation. Results indicated few differences between the gifted students, their work…

This report describes the outcomes of a study that investigated how Chinese educators and researchers have implemented programs for the gifted in 11 elementary schools (28 teachers and 112 gifted students), in Taiwan. The most frequently used alternatives for gifted students in Taiwan were found to be separate classes and pull-out programs. A…

This very brief item discusses the tendency of the highly gifted to be argumentative by nature, a characteristic described as being embedded in personality structure as well as measurable by two traits, perceiving and judging, in the Myers-Briggs Type Indicator. A number of suggestions are provided to parents and teachers for techniques to use in…

This report describes three model demonstration projects in Ohio school districts which focused on identifying types of gifted underachievers and providing them with services through unique instructional models. Provided for each program is information on: identifying characteristics (district, location, school population, project director);…