January 2010

Myriad Myths about Giftedness

Upon hearing the word "myth," one may think of Zeus on Mount Olympus or King Arthur at Camelot. However, not all myths come from history; modern myths exist as well. Some of the most prevalent modern myths in education surround giftedness and gifted and talented programs. Numerous lists of such myths have been published. In this article, we provide three such lists published by giftedness researchers.

Myths about Gifted Students, by Joyce VanTassel-Baska and Susannah Wood

Advanced Placement

Advanced Placement (AP) courses and tests offer college level material to students while they are still in high school. The 37 AP courses currently offered prepare students to take a standardized test of the knowledge and skills acquired in the course. Colleges and universities throughout the U.S. accept the test results as evidence of learning at a level that is largely comparable to what is taught in their classes.

Administrators of Gifted Programs: Paying Attention to the "Man Behind the Curtain"

In the previous article about those who serve as administrators of gifted programs (AGP), the challenging nature of this role was explored, and the proposal set forth that the many demands that confront an administrator of a gifted program comprise a "Mission Impossible" scenario. Fortunately, there are professionals who are highly capable of merging the roles of leader, manager and advocate, and they are highly successful in their efforts on behalf of gifted students.

Proficiency and Gifted Students

The No Child Left Behind Act (NCLB) has received significant fanfare and criticism over various effects it has had on education. One component that has received substantial attention is the focus on progress toward proficiency. Several reports have been published on the effect this move toward proficiency has had on gifted students. This article synthesizes the issues surrounding proficiency and gifted students.

Looking for Appropriate Services for Gifted English Language Learners

What should an effective gifted program look like? This question may be difficult for any parent to answer, and it can be especially difficult for parents who have moved to the U.S. as adults. This is not only because there may be a language barrier, but also because our schools often are very different from schools in other countries. Gifted programming varies so widely in the U.S. that the closest we come to a description are explanations of service delivery models. These may involve: