Carol L. Tieso

Ability grouping is not just tracking anymore

The No Child Lett Behind legislation, with its emphasis on conducting scientifically based research, has reopened the door to a set of instructional and curricular practices left for dead in light of the scathing criticism of Oakes and Slavin in the 1980s, mainly ability grouping. This article represents a review of the literature of best practices, both instructional and curricular, that may lead to increased achievement among Americas gifted and talented youth, whether they reside in an enrichment or resource room or the regular classroom. The review suggests that flexible ability grouping, combined with appropriate curricular revision or differentiation, may result in substantial achievement gains both for average and high ability learners. It is imperative that researchers in the field of gifted education take the lead in this endeavor so that no child, including the gifted and talented, will be left behind.

Overexcitabilities: A new way to think about talent?

Researchers and educators in the field of gifted education have been tantalized by the promise that Dabrowskis Theory of Positive Disintegration, with its depiction of intensities or overexcitabilities (OEs), provides a means for identifying gifted students that is different than the usual standardized tests. Thus far, most information on OEs has been provided by a questionnaire, which is made up of 21 open‐ended questions. In this study, the Overexcitability Questionnaire II (OEQII), a Likert‐type survey for addressing the OEs, was used to distinguish between typical and gifted students, and various subgroups of gifted and talented students. Results suggest that there are several differences on the OEQIIs five subscales: Psychomotor, Intellectual, Imagina‐tional, Sensual, and Emotional OEs for gender groups, elementary‐ and middle‐school students, and typical and gifted students.

Measurement of Social Communication Skills of Children With Autism Spectrum Disorders During Interactions With Typical Peers

The Social-Communication Assessment Tool (S-CAT) Was created as a direct observation instrument to quantify specific social and communication deficits of children With autism spectrum disorders (ASD) Within educational settings. In this pilot study, the instruments content validity and interrater reliability Were investigated to determine the degree to Which the S-CAT categorically discriminated betWeen children With ASD and those Without ASD. S-CAT ratings of 16 children With ASD Were compared to the ratings of 16 children Without ASD using a one-factor analysis of variance (ANOVA). Differences in verbal initiations, verbal responses, joint attention, and total interactions Were significant at the .01 level. Differences in nonverbal communication attempts Were not significant. The results suggest that the S-CAT is valid for discriminating betWeen children With and Without ASD.

Curriculum: Broad Brushstrokes or Paint-by-the Numbers?.

Abstract A renewed emphasis on standardized achievement tests has left teachers bewildered about what to teach and how to teach it. This article attempts to address that issue. Modified or enhanced mathematics instruction was the focus of this study based on two factors: national concerns over students’ achievement in mathematics and technology and the existence of an identified, national set of standards for mathematics instruction. Qualitative methodology was used to address research questions. Teachers involved in the study were trained in the different elements of curriculum modification practices and had one additional hour of orientation to the mathematics unit used in the study. Results of this study suggested that a modified or enhanced curriculum unit alone, with appropriate, escalated learning goals (Schunk, 1996) and authentic resources and products (Renzulli, 1977) can create substantial interest, motivation, and a perceived value in learning for students of all ability levels.

Creating Creative Clinicians: Incorporating Creativity Into Counselor Education

Creativity plays a critical role in today’s society by aiding an individual’s response to the mounting complications of modern life and assisting in the maintenance of mental health. Though counselors seek to promote similar developments in their clients, they often do so without the benefit of any particular training in theories of creativity or creativity-enhancing techniques. This article examines literature in the fields of creativity, counseling, and education to highlight the essential nature of creative processes in counseling and psychotherapy, ultimately presenting a rationale for the incorporation of creativity in counselor education.

Social Coping of Gifted and LGBTQ Adolescents.

This qualitative study used critical ethnography as a theoretical framework to investigate the social coping strategies of gifted and lesbian, gay, bisexual, transgender, and queer (LGBTQ) students in middle and high school. Twelve LGBTQ college students from a selective Southeastern university were interviewed and asked to retrospectively describe their experiences, feelings, and behaviors from middle to high school. Their most common coping strategies included finding supportive groups of friends; hiding or downplaying their LGBTQ identity; participating in extracurricular activities; confiding in supportive teachers; developing their writing, musical, and leadership talents; and conducting research to understand and develop their identity. The implications of this study can help educators guide students in the use of positive coping strategies that facilitate both talent and identity development for this socially and politically marginalized group of gifted students.

Teaching Creative Dramatics to Young Adults with Williams Syndrome.

This quote came from a student with Williams syndrome; and the simple quote is an expression of the often extreme friendliness of such students. This article describes a program that took advantage of this strength and others of such young people in a magical summer program called “Music & Minds.” During a similar program involving dramatic expression, researchers commented: “As they told their tale, they often altered their pitch, volume, length of words or rhythm to enhance the emotional tone of the story. They added more drama to engage their audience (‘And suddenly, splash!’ ‘and BOOM!’; ‘Gadzooks!’)” (Lenhoff, Wang, Greenberg, & Bellugi, 1997). Can you feel the amazement between the lines here? Despite their apparent fluency for language and drama, students with Williams syndrome have rarely had the opportunity to express these talents in creative dramatics. People with Williams syndrome are usually labeled disabled, due to genetic, linguistic, and psychological deficits; and educators usually design instruction to remediate their “deficits” (see box, “What Is Williams Syndrome?”). Students with Williams syndrome are often placed in special day or resource room settings during their school years. As young adults, they may exhaust their educational careers at the high school level, though some may attend special university programs. Most young adults with Williams syndrome who have completed their education, live with family members or in assisted living facilities. Since they may have a limited time in a general educational setting, educators must address the strengths and weaknesses of these students through their individual profiles of interests and talents. When people with Williams syndrome are viewed through the lens of talents rather than weaknesses, an entirely new model of special education emerges: talent development.

Moving the Past Forward From a Birmingham Jail to Occupy Wall Street

What do you do with the student who says she hates history, yet watches The History Channel every night? What do you do with the student who is underachieving in social science but has visited every battlefield in Virginia? Our curriculum frameworks and pacing guides suggest a chronological, fact-based approach to teaching and learning history, but is that the best way? Curriculum leaders and teachers must know and make better decisions with respect to what are the most important concepts, principles, and skills that students should know and be able to do. How might we better address the strengths and talents of all of our students while not leaving anyone behind? How could we revise or enhance our existing history curriculum to make it more engaging and challenging for our students? How can we, in effect, bring the past forward and help our students see the cycles and themes that make up the history of the American people? We in gifted education are aware that curriculum that emanates from a textbook is rarely engaging for gifted students but, according to a recent article in Salon.com, now we must acknowledge that it is often as lifeless and boring for typical students as well. A recent federally funded grant project focused on using the curricula and pedagogy of gifted education with students in Title I elementary and middle school U.S. history classes across two states. This article represents our collective journey from textbook-based, uninspired curriculum units to dynamic, engaging, and challenging stories told by historical participants with multiple perspectives for budding historiographers of diverse opinions and abilities.

Project CIVIS Curriculum Development and Assessment of Underserved and Underachieving Middle School Populations

This article presents findings from a large-scale curriculum development, quasi-experimental study. Participating teachers implemented four U.S. history units in their diverse middle-grade classes; these units were developed to engage underachieving students in challenging history and democratic citizenship curriculum and instruction featuring discussion and inquiry. Initial results show that students in the treatment classrooms had significantly higher mean scores on a National Assessment of Educational Progress (NAEP)–based pre–post assessment than their peers in comparison classrooms.