data analysis

Running Head: LITERATURE REVIEW ON GIFTED EDUCATION 1

LITERATURE REVIEW ON GIFTED EDUCATION 2

Review on Gifted Education

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Review on Gifted Education

Introduction

Education needs to be tailored in the most appropriate way so as to make sure that every child is in a position to attain their educational potential. However, it is vital to note that recent research as well as systemic student attainment data reveals that numerous students that possess high level of potential are not considered to be achieving the whole level of extent regarding their identified capabilities. Contemporary studies have revealed that most of the high capability students from the disadvantaged backgrounds usually miss out on the identified accessibility to the developed learning types of programs (Callahan et al.,2020).
As an outcome, there is essential attainment gaps for the students that are from the disadvantaged backgrounds when a comparison is done with other types of students. Coupled with the most current Advancements in the gifted Education aspect as well as talent development type of research, this is considered to make it timely to effectively review the identified evidence based for the teaching of the high potential as well as the high achieving types of students.
It is currently effectively and comprehensively understood that all the identified learners require a supportive type of learning environment and that they all desire to feel a sense of belonging and success so that they can achieve education goals. Like all the other students, developed learners usually benefit from appropriate techniques which have been considered to enhance high levels associated with attainment development and that are usually targeted at their identified level regarding the readiness for learning. High level of expectations as well as the explicit teaching types of techniques and effectively structured experiences is key for the gifted students as these are all for learners (Callahan et al.,2020).
Comprehension of what operates in the most appropriate way particularly for the gifted students continues to become highly improved and is usually backed by an empowering field regarding research on the most appropriate practices. The following literature review offers a synthesis of the most appropriate available research associated evidence on the identified education regarding the gifted along with the high potential types of students (Callahan et al.,2020). It offers high level of guidance on the manner in which schools as well as teachers can be sure that all the students despite their identified background possess the highest level of opportunities to attain their education potentials.

Action Research Questions

· What are the appropriate strategies for improving gifted education?

Justification

Gifted students are those types of learners that possess the potential for their outstanding attainments which is usually considered to be way above the anticipated level for the various students that are of their age. These types of learners are usually developed in their Advancement and may be involved in the demonstration of the identified capability to think as well as learn and even work like the students who are older. Most recent research attributes these kinds of difference to the aspect of brain advancement in the gifted students which is developed as compared to the various students that are of the same age (Cheung et al., 2020).
Gifted students are usually found in all the parts of the society as well as across a wide range of diverse cultures as well as the socioeconomic groups. The identified potential for the gifted students to come up with highly essential contributions to the community along with economy as an outcome of their identified advancement is well documented but there is the need to review so as to identify the key areas that need to be looked into further such as the different backgrounds of the gifted students and ways in which to improve gifted Education which is the key focus of this literature review.
While it is vital to note that the specific number or even percentage regarding the gifted students is one that is still debated in the concept of Research, it may be more vital for schools to take part in the identification of the various learning needs associated with students that have high level of potential as well as high attainment, despite the number in their identified context (Parra-Martínez & Pereira, 2021). While it is vital to understand that all the Students usually benefit from the identified learning tasks that offer them with the most effective level regarding challenge as well as offer support to the advancement of their full potential, there is the need for advanced interventions for the purpose of the development of the gifted students as proposed and elaborated by this literature review on gifted Education.

Review

Gifted Students from Diverse Backgrounds

Gifted students usually come from all the identified social as well as cultural types of backgrounds. Research reveals that students from the minority types of populations usually are proportionately under represented in most of the international gifted Education types of programs. Gifted Students that are from the disadvantaged groups are usually highly likely to under attain as compared to the identified similar ability peers and learners. This level of difference in the identified high level attainment outcomes or even excellence gap usually is associated with starting early and can help in broadening the student progresses via school (Smith et al., 2020).
Distinctions in outcomes for the gifted students from the diverse types of backgrounds can be associated with numerous causes such as non identification regarding Capability as well as low level of expectations, socioeconomic types of disadvantage or even barriers to access of the given programs. Research reveals that appropriate utility regarding the selected techniques can assist the gifted students that are from the diverse backgrounds to close the given gap via higher level of representation as well as highly equitable types of outcomes. Earlier interventions by the identified teachers as well as school associated programs can assist in making sure that excellence types of gaps in attainment usually do not open up in the identified first place (Smedsrud, 2020).

Effective Strategies for the Gifted Learners

· Assessment of Learning Needs

Recent types of research has helped in strengthening the identified case for why some teachers need to utilize a wide range of assessment information to assist in targeting their identified teaching. Research as well as policy have been considered to seek to identify or even find the gifted students so as to offer effective types of learning encounters or even in placing the Students in the given gifted Education types of programs (Rasheed, 2020). Currently, there is a higher level of focus on the assessment of the identified student learning associated needs as well as the current levels regarding mastery so that learning aspects can be considered to be appropriately challenging.
Identification of a gifted type of student is vital in enabling assessment regarding their identified learning potential. However, it is vital to note that for schools, assessment identification can usually be identified as being the most controversial type of aspect regarding the gifted type of education. A wide range of the identified assessment tools as well as measures can be utilized to assist in the assessment of the level regarding other types of assessments such as rating scales as well as the Student associated portfolios and even the dynamic types of assessments. Most significantly, the identified assessment types of processes utilized need to align with the identified purpose associated with the learning programs that are offered (Mofield & Phelps, 2020). 
An initial type of assessment regarding the student capability or even potential by a certain teacher as well as parent or even school team can assist to help in the identification of the identified learning needs regarding the gifted students. Moreover, ongoing formative type of assessment can assist the individual teachers to target their identified learning as well as in the identification of the students who are in need of additional level of extension or even challenge especially if the identified students can already illustrate mastery at or even above the identified grade level (Mun et al., 2020). Concerns regarding the teacher associated bosses on the basis of the pre conceived ideas regarding intelligence or even culture have been showed in the given research. Research reveals that teachers as well as the instructors can be essentially more appropriate as well as accurate in the assessment of the gifted students especially the ones that come from the disadvantaged groups if they have been comprehensively and effectively trained in the identified gifted Education.
Recent research has revealed that global screening measures, whereby all the identified students take part in a type of a screening process or test instead of those that are nominated by adults, are usually highly likely to be involved in the identification of more students from the minority types of backgrounds as gifted. This is usually due to the fact that screening usually takes away issues with an identified two stage type of process that are dependent on the nominations by the given teachers or even applications by the identified families that may not be involved in capturing all the bright students for the given assessment in initial stages. Research also reveals significant distinctions regarding the students who are usually nominated or even involved in the application for the academically selective types of programs which was a key element in the accounting for the distinctions in the student associated representation (Lewis & Boswell, 2020).
· Enrichment as well as Extracurricular Programs

Enrichment as well as the extension types of programs are considered to be a common element associated with most of the gifted Education types of programs in different places such as Australia. Extension types of programs usually are involved in seeking to raise the identified depth as well as the issue associated with learning within the same time type of context, while it is vital to note that the enrichment programs usually seek to widen the learning experience through the application of learning to current along with distinct contexts. These types of programs usually provide the opportunity for the like minded types of students to operate collaboratively on challenging learning which may not be provided elsewhere in the identified regular school associated week (Wallace et al., 2019).
The extracurricular types of programs usually seek to help in supporting as well as in the augmentation of classroom associated learning and may provide extension as well as enrichment in the particular activities like debating as well as student leadership and even technology programs. Enrichment has been illustrated as being generally appropriate as an educational type of practice. Experience as well as the specialist training regarding teachers makes an essential distinction to the efficacy associated with the enrichment programs (Mertens & Caskey, 2018). 
· Professional Learning

The quality associated with professional learning available for the identified teachers is a vital element in offering support for the aspect of talent development regarding the high capability learners. As gifted Education is considered to be a highly technical area that possesses a large research associated base, successful types of programs in the identified schools usually require to be supported by the specialized training (Hodges, 2020). To be specific, each of the identified demanding as well as challenging teaching practices entailed with differentiation along with identification has been illustrated by research to be more effective for enhanced gifted type of education to the gifted learners. The various types of teachers that have been involved in the completion of the specialized training or even developed studies have been identified as being highly effective in the meeting of the various needs associated with the gifted Students (Ezzani et al., 2020).

Conclusions

For the world to become a better knowledge center and economy for the 21st century, there is the need for a culture of excellence whereby high level of attainment is anticipated as well as challenge is celebrated. There is powerful level of evidence to suggest that higher level utility of appropriate evidence based types of Practices is required so as to make sure that the gifted types of students possess the right level of opportunities for them to attain their identified educational potential. Studies in the international contexts reveal that some of the existing gifted Education types of programs as well as methods have not possessed the right level of effect on the attainment outcomes and are considered to have missed most of the gifted students from the disadvantaged types of backgrounds (Ikuta, 2020). 
A review regarding recent research highly suggest that purposeful along with essential talent advancement programs, incorporation of Evidence Based appropriate prefaces and also explicit teaching are required to help in the optimization of the attainment and talent advancement regarding the gifted learners. Strategies like academic acceleration as well as essential gifted student associated programs and extension are required to extend as well as challenge students that have high level of academic potential. To attain all these, teachers as well as the schools leaders are required to be equipped with the most current research associated evidence on what is working best for the identified gifted learners. There is the need to effectively plan for as well as take part in the evaluation of the efficiency regarding the school programs with the student and learner achievements in mind especially in the case of the gifted learners (Callahan & Azano, 2021).

References

Callahan, C. M., & Azano, A. P. (2021). Place-based gifted education in rural schools. Handbook of giftedness and talent development in the Asia-Pacific, 535-554.
Callahan, C. M., Azano, A. P., Park, S., Brodersen, A. V., Caughey, M., Bass, E. L., & Amspaugh, C. M. (2020). Validation of Instruments for Measuring Affective Outcomes in Gifted Education. Journal of Advanced Academics, 31(4), 470-505.
Cheung, R. S., Hui, A. N., & Cheung, A. C. (2020). Gifted education in Hong Kong: A school-based support program catering to learner diversity. ECNU Review of Education, 3(4), 632-658.
Ezzani, M. D., Mun, R. U., & Lee, L. E. (2021). District leaders focused on systemic equity in identification and services for gifted education: From policy to practice. Roeper Review, 43(2), 112-127.
Hodges, J. (2020). Using state data to conduct research in the field of gifted education. Journal of Advanced Academics, 31(1), 3-13.
In Ikuta, S. (2020). Handbook of Research on Software for Gifted and Talented School Activities in K-12 Classrooms.
In Mertens, S. B., & In Caskey, M. M. (2018).  reviews in support of the middle level education research agenda.
In Wallace, B., In Sisk, D. A., & In Senior, J. (2019). The SAGE handbook of gifted and talented education.
Lewis, K. D., & Boswell, C. (2020). Perceived challenges for rural gifted education. Gifted Child Today, 43(3), 184-198.
Mofield, E., & Phelps, V. (2020). Collaboration, Coteaching, and Coaching in Gifted Education: Sharing Strategies to Support Gifted Learners. Prufrock Press Inc. PO Box 8813, Waco, TX 76714.
Mun, R. U., Ezzani, M. D., & Lee, L. E. (2020). Culturally Relevant Leadership in Gifted Education: A Systematic Review. Journal for the Education of the Gifted, 43(2), 108-142.
Parra-Martínez, F. A., & Pereira, N. (2021). Gifted education policy in Colombia: Legislation and guidelines for learners with exceptional abilities and talents. International Journal of Educational Research, 109, 101814.
Rasheed, M. (2020). Context and content in rural gifted education: A literature review. Journal of Advanced Academics, 31(1), 61-84.
Smedsrud, J. (2020). Explaining the variations of definitions in gifted education. Nordic Studies in Education, 40(1), 79-97.
Smith, K. N., Lamb, K. N., & Henson, R. K. (2020). Making meaning out of MANOVA: the need for multivariate post hoc testing in gifted education research. Gifted Child Quarterly, 64(1), 41-55.