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First Implementation of Gifted Education- 1868 

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First Implementation of Gifted Education- 1868 

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William Torrey Harris, superintendent of public schools for St. Louis, started the earliest implementation of gifted education in public schools. This is important because without Harris, classrooms might have stayed undifferentiated for many years to come.

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Leta Hollingworth was known as the first educator to teach and support other educators in 1922. She began the Special Opportunity Class She was devoted to gifted education and impacted students, research on the topic, and inspired educators even today.
She also published Gifted Children: Their Nature and Nurture, which was first textbook on gifted education that gave society a reputable tool to reference and explore.

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BF Skinner, born in 1904 was a theorist that seeked to improve education and helped gifted education by studied how people learn. One of his articles, “ The Shame of American Education” brought a light on how effective education for all students is important.

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Impacted gifted education because it was a  test created in the turn of the century that determined if a student was high , low, or average so that they could receive the necessary support. This was groundbreaking because it was the first test that provided researchers and educators with a quantitative score.

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NAGS: National Association for Gifted Students Was established in 1954, and is an organization that provides teachers, parents, and students with resources, research, and tools to better understand gifted learners and how to support them.

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This was a huge revolutionary  event for American education, because it brought attention the significance of math and science highly challenging curriculum to take place. This allowed and gave a great opportunity for gifted students because of instead of being overlooked, they were able to seem successful and sought.

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The National Defense Education Act of 1958 

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The National Defense Education Act of 1958 

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The first truly notable effort by the federal government to support gifted education.

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Issued by the United States, this supplied educators with the definition of a gifted learner which is “ Students, children, or youth who give evidence of high achievement capability in areas such as intellectual, creative, artistic, or leadership capacity, or in specific academic fields, and who need services and activities not ordinarily provided by the school in order to fully develop those capabilities”

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Gardner’s Theory of Multiple Intelligence -1983

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Gardner’s Theory of Multiple Intelligence -1983

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theory that examines gifted students from one single faceted approach to a various category concept in his book “Frames of Mind” in 1983 which gifted educators use and reference to to this day.

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Nation at risk (National Commission on Excellence in Education, 1983) This report pushed national schools to reform their education and curriculum to push and challenge students. This helped America realize that education needed to change to benefit the needs of all learners.

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Initiated in South Carolina, this promised students an opportunity to be instructed at a higher level while providing schools with a more advanced technique of evaluation in order to better determine specific levels of placement.

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Renzulli’s (1986) Three ring conception of giftedness 

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Renzulli’s (1986) Three ring conception of giftedness 

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Model from studies that demonstrates “the interaction between three basic clusters of three human traits, being above average ability, a high level of task commitment, and a high level of creativity. The model was developed from studies examining the traits of highly successful adults in different fields of achievement” (Page, 2006).

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Willard-Holt studied students with a disability (cerebral palsy) and concluded that they were gifted learners. This had a huge impact and was eye-opening to show that gifted learners can have a disability but still be talented in other ways.

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NAGC Standards Published in 1998 provided specific standards for pre-k to 12 grade schools who are willing to participate in improvement of gifted education.

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State of Research on Giftedness and Gifted Education: A Survey of Empirical Studies Published During 1998—2010 (April)

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State of Research on Giftedness and Gifted Education: A Survey of Empirical Studies Published During 1998—2010 (April)

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State of Research on Giftedness and Gifted Education: A Survey of Empirical Studies  was an qualitative study that focused on “creativity/creatively gifted, achievement/underachievement, identification, and talent development ”

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Gagné’s Differentiated Model of Giftedness and Talent 

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Gagné’s Differentiated Model of Giftedness and Talent 

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(updated in 2000) This is a model that demonstrates differences between students that are gifted and those that are talented. This model impacts gifted education by providing educators domains of where gifted learners are.

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The Ministry of Education (2000) a handbook that shows the significance that gifted students and talented students are not a part of the same group. This affects students by giving gifted education the significance that there are multiple traits that make up a gifted student.

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studies and identified traits of those that have underachieving qualities and are gifted learners. This is important because gifted learners can be underachieving and educators need to be able to identify these characteristics to best support their learners.

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The No Child Left Behind Act (NCLB) 2001

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The No Child Left Behind Act (NCLB) 2001

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This law that negatively impacted the gifted community because teachers focused on low achieving students and standardized testing instead of gifted learners in their classroom.

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A Nation Deceived: How Schools Hold Back America’s Brightest Students 2004

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A Nation Deceived: How Schools Hold Back America’s Brightest Students 2004

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This study impacted gifted education because it focused on specific acceleration strategies for gifted learners created in 2004.

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ISSUES/EVENTS/LAWS/PROGRAMS OCCURRING TODAY IN GIFTED EDUCATION 

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ISSUES/EVENTS/LAWS/PROGRAMS OCCURRING TODAY IN GIFTED EDUCATION 

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The Underrepresentation of Minority Students in Gifted Education an article that studies how it is a huge issue in the gifted community for gifted learners to not be considered nor retained for gifted education. Specifically, “These factors include screening and identification issues (e.g., definitions and instrumentation); educational issues (e.g., quality of students' education); and personnel issues (e.g., lack of teacher training in gifted and urban education, low teacher referral).

Middle School Program (PROBE) Gifted program specifically for middle school students. This program allows for educators to address the AKS of mathematics, science, social studies and language arts on the high school level for these students.

The Decline of Challenge for Gifted and Talented Students
the event that teachers are not able to properly identify and recognize the obligation to further challenge gifted learners.

Underserved Populations in Gifted Education Educators
misguidedly nominate students that they believe to be of higher level or are independent thinkers, and place them into a gifted course when they would otherwise be more successful in a general education classroom.

Boredom and Repetition in School Much too frequently, gifted students within the education system have been known to display isolative behavior. They may come off as uninterested in the educator’s lesson plan, because they do not feel challenged with the tasks that are provided to them. This behavior is commonly misinterpreted as oppositional.

2017: Today my district implements a gifted program called FOCUS

FOCUS - Gwinnett County and Gifted Education This program was created for elementary school students to participate in small group instruction specifically for gifted learners where students can collaborate with other gifted students on their grade level.

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Frequently Asked Questions about Gifted Education. (n.d.). Retrieved from https://www.nagc.org/resources-publications/resources/frequently-asked-questions-about-gifted-education

Dai, D. Y., Swanson, J. A., & Cheng, H. (2011). State of Research on Giftedness and Gifted Education: A Survey of Empirical Studies Published During 1998—2010 (April). Gifted Child Quarterly, 55(2), 126-138. doi:10.1177/0016986210397831

Marland, S. P. (1972). Education of the gifted and talented: Report to the Congress of the United States by the U.S. Commissioner of Education and background papers submitted to the U.S. Office of Education, 2. Washington, DC: U.S.

Miller, R. (1990). Leta Stetter Hollingworth: Pioneer woman of psychology. Roeper Review, 12(3), 142.

Perveen, A. (2018). Facilitating Multiple Intelligences through Multimodal Learning Analytics. Turkish Online Journal Of Distance Education, 19(1), 18-30.

Wallace, K., Krueger, T., Lloyd, C., Holland, M., & Miller, J. (n.d.). Comparison of the (linear) 2f field transmitted with a fully realized two-dimensional effective apodization and the (nonlinear) 2f harmonic field. IEEE Ultrasonics Symposium, 2005. doi:10.1109/ultsym.2005.1603067