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Essay / Research Paper Abstract
This 43 page research report addresses gifted education with an emphasis on the United Kingdom. The report begins with a brief history of gifted education (in the 1870s in New Jersey, USA) and includes the change in focus from intellectual cognitive ability to a broader perspective. Topics addressed in the report include: the definition of giftedness and how that has changed and why, underachievement, methods for identifying gifted children, including tests, teacher recommendations and checklists, identification by provision and identification by provision in practice, Freeman's Sports approach, comments on nature vs nurture, can giftedness be developed, characteristics of the gifted child, emotional/social development, implications for teachers, preparing teachers to work with the gifted, and comments about programs for the gifted. While most of the research is applicable to giftedness anywhere, there is an emphasis on the UK. Bibliography lists 24 sources.
Page Count:
43 pages (~225 words per page)
File: MM12_PGukgft.rtf
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Unformatted sample text from the term paper:
St. Louis, Missouri began tracking the gifted and slow learners Elizabeth, New Jersey and St. Louis, Missouri (Hearne and Maurer, 2002). In the 1920s more cities began tracking gifted and
slow learners and identifying the gifted as a distinct group gained scientific credibility (Hearne and Maurer, 2002). This came as a result of the work of Alfred Binet and
T. Simon who were hired by the French government to "devise a test to identify dull children" (Hearne and Maurer, 2002). They developed a series of tests to meet the
objective (Hearne and Maurer, 2002). Using their work, in 1916, Lewis Terman adjusted and modified the tests to incorporate the notion of "mental age", thus, was born the Stanford-Binet
Intelligence Scale (Hearne and Maurer, 2002). The test has been revised numerous times since its first edition (Hearne and Maurer, 2002). This test offered the means by which a childs
intellectual capacity and potential could be measured (Hearne and Maurer, 2002). Terman actually followed the progress of 1,500 children identified as gifted from the 1920s through the 1950s (Hearne and
Maurer, 2002). Support for special programs for these youngsters has fluctuated between great support and no support. Interest and support surged after the Sputnik launch in 1957 and plunged
in the equal rights environment of the 1960s. Despite the hostility and naysaying of many educators, special programs for the gifted have won enough support to have these kinds of
programs mandated. Traditionally, it has been assumed that between 2 and 3 percent of all children are intellectually gifted. These youngsters have IQs of at least 130 and usually score
in the upper end of the math and verbal sections of the SAT. These youngsters do not always earn the top grades in the classroom, however, which surprises individuals who
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