Effective Practices for Identifying and Serving English Learners in Gifted Education: A Systematic Review of Literature

While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This rep...

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Veröffentlicht in:	Grantee Submission 2016
Hauptverfasser:	Mun, Rachel U, Langley, Susan Dulong, Ware, Sharon, Gubbins, E. Jean, Siegle, Del, Callahan, Carolyn M, McCoach, D. Betsy, Hamilton, Rashea
Format:	Report
Sprache:	eng
Schlagworte:	Academically Gifted Achievement Tests Cognitive Ability Curriculum Disproportionate Representation English (Second Language) English Language Learners Family Characteristics Immigrants Intelligence Tests Nonverbal Ability Screening Tests Second Language Instruction Standardized Tests Talent Identification Teaching Methods Verbal Ability
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Zusammenfassung:	While the number of English Learners (ELs) continues to grow rapidly in the United States, corresponding proportions of ELs are not found in gifted and talented education programs across the nation. The underrepresentation of ELs in gifted programs is both a societal and a research problem. This report presents the results of a systematic review of the literature related to the most effective practices used to identify and serve ELs for gifted education services. We examined and categorized a final selection of 45 theoretical and empirical articles under four major themes: nomination, screening/assessment, services, and identification models. Implications and areas of future research are discussed.