Linda D. Avery

Using Performance Tasks in the Identification of Economically Disadvantaged and Minority Gifted Learners: Findings From Project STAR

This paper discusses the rationale for developing performance assessment tasks to augment the identification of more economically disadvantaged and minority students for gifted programs in one state; provides a blue-print for the development protocol, including preteaching, rubrics, and exemplars; and shows major findings for use of the protocol with intended students. The performance assessment tasks were developed and revised based on try-out, pilot, and field test data collected across multiple districts with more than 4,000 students at primary and intermediate grades. Appropriate technical adequacy data were used for decision making on task and rubric revisions. Criterion levels of performance within domains were developed to ensure inclusion of populations of interest without compromising the integrity of the task protocols. The performance assessment tasks of Project STAR resulted in finding an additional group of students who were 12% African American and 14(Y) low-income children dunng the field test of the instrument. These students represent those who would not have qualified for gifted programs using traditional measures. In that sense, the assessment approach yields a “value-added” component to the state identification system. Thus, Project STAR provides an effective and innovative approach to finding more low-SES and minority gifted students for programs.

A Curriculum Study of Gifted-Student Learning in the Language Arts

This curriculum study of gifted-student learning in the language arts explores questions of curriculum efficacy related to the nature of the learner, the type of grouping model employed, and the strength of a curriculum treatment emphasizing literary analysis and interpretation and persuasive writing. The study further explores the use of curriculum effectiveness data to improve instruction the next time a unit of study is taught. Findings suggest that the curriculum treatment produces both significant and important learning outcomes for gifted students across 18 school district entities. Implications for further research and practice are highlighted.

A National Study of Science Curriculum Effectiveness With High Ability Students

This study assessed student growth on integrated science process skills after being taught a 20-36 hour science unit. The prototypical unit, Acid, Acid Everywhere, was implemented in 15 school districts across seven states. Although seven science units for high ability learners have been developed through a federally funded project, the student outcome results only from Acid, Acid Everywhere, the most widely replicated unit, are reported here. All units were based on the Integrated Curriculum Model (ICM) developed specifically for gifted learners; the model stresses advanced content, high level process and product, and a concept dimension. Results indicate small, but significant, gains for students in integrated science process skills when compared to equally able students not using the units. Implementation data reflected satisfaction of teachers with the units, especially in terms of student interest and motivation. The effectiveness of this curriculum, designed to align with the new science standards and to be appropriate for gifted students, lends credibility to the argument for using the new content standards as a basis for curriculum development efforts with gifted learners.

A Study of Curriculum Effectiveness in Social Studies

This quasi-experimental study examines the effects on student performance of a Javits-funded curriculum designed to respond to the needs of high-ability students in elementary and middle school social studies. The curriculum, implemented with all students in heterogeneous classrooms, addresses state standards while integrating advanced content, higher level process emphases, and a conceptual orientation. Data collection focuses on student performance in conceptual reasoning, critical thinking, and content learning and on teacher demonstration of specific desired teaching behaviors. Results demonstrate significant and important differences between treatment and comparison groups in the area of content learning, favoring the treatment group; no significant differences are found for the small subsample of gifted students. Subanalyses yield differential results for specific units and schools, potentially indicating issues of treatment fidelity. Contextual challenges and implications of the study are discussed, including issues related to social studies curriculum implementation and differentiation in the current standards-based environment.

A five‐state analysis of gifted education policies

A paucity of research exists regarding the relative strengths and limitations and effects on practice in gifted education state policies. The purpose of this five‐state study is to shed light on selected states’ gifted education policies. Four data sources were probed and comparisons were made within each state and across the five states. Additionally, a deductive analysis was conducted of each states written policies against the National Association for Gifted Children program standards (NAGC, 1998), which serve as benchmarks for evaluating policies and services. Suggestions are given for policy development and research, based on five‐state findings of existing gifted programs, services, and student accountability systems and the way in which selected policy components are integrated within state school reform efforts.

An Evaluation of the Implementation of Curriculum Innovation: The Impact of the William and Mary Units on Schools

This evaluation study of a curriculum innovation provides a close-up view of two school sites after 3 years of implementing the William and Mary curriculum units. Case study methodology was employed by using multiple data sources, including interview, focus group, document-content analysis, and classroom observation to assess contextual perceptions of impact and institutionalization of the innovation. Findings suggested that the innovation was viewed positively by relevant groups, that the innovation had been integrated into district policies, and that within-system diffusion efforts were underway. However, full implementation of the innovation was hampered by lack of use of the performance-based assessment tasks for improving instruction and for reporting student-learning gains. The study concluded that 3 years of implementation may be insufficient for an innovation to impact the total school culture.

Investigating the Impact of Gifted Education Evaluation at State and Local Levels: Problems with Traction

This article highlights results from 2 gifted program evaluations and a follow-up case study investigating how evaluation data were used. Although program evaluation and evaluation utilization are critical issues in driving gifted program development, literature that shares the results of programs with external evaluations is scant. Common findings across the 2 studies were the absence of data on student learning, the fragmentation of service models across the K–12 expanse, the lack of systemic staff-development strategies, and the lack of meaningful parent involvement. Utilization of evaluation results were mixed. Although respondents cited evaluation as a consciousness-raising experience and an important process in effecting change, they were essentially stymied in their efforts to use the evaluation data to catalyze program improvement, particularly in the short run. Barriers to effective use of data are grounded in the insufficient resource base available to sustain high-quality programs and in the complex leadership demands that require movement on multiple fronts simultaneously.

The International Professional Perspective: Reflections on the Third International Mathematics and Science Study

AbstractThe purpose of this feature is to summarize some of the data from the Third International Mathematics and Science Study and to offer commentary from colleagues in Korea and Singapore, two of the top-scoring Asian countries, on their perceptions of key features of school-based practices in their countries. This article first presents an overview of the results of the study for Japan, Korea, Singtpore, and the United States and describes some of thefindingsfrom the in-depth study of classroom practices in Japan and the U.S. Next is the sharing of information from contacts in Korea and Singapore as a point of comparison for schools in other countries, including perceptions of important differences which contributed to the stratification of student performance. The article draws implications for research and practice based on the success of the Third International Mathematics and Science Study and the substantive database generated.

Book Reviews: Gardner, H. (1993). Creating Minds. NY: Basic Books

intelligence or cognitive ability. Howard Gardner, a developmental psychologist, has proposed a theory regarding the nature of intelligence which stands in contradiction to the prevailing psychometric perspective (Gardner, 19f33; 1993). This theory of multiple intelligences, posited in Frames qf Mind: The Theory of Multiple Imtelli,gences (19t~3), stressed the importance of not viewing intelligence as a uni-dimensional construct, like thee (general) factor, rather as a series of independent factors each having its own cognitive domain. The categories or factors he suggested included linguistic, musical, logical-mathematical, spatial, bodily-kinesthetic, and two categories of personal intelligence, interand intra-personal. While this book was not perceived as making a significant contribution to the field of psychology, it had a catalyzing effect on education. Its arrival in the mid1980s coincided with several other educational trends and provided a theoretical perspective that gave strong impetus to these trends. For instance, in general education there was a push for valuing cultural diversity, and the lens of multiple intelligences was another way to validate that intelligence is a culturally constructed