Annotated Bibliography

TAGS: professional learning; gifted education leadership; programming; curriculum;

underrepresentation; policy; identification practices; equity; access; assessment;
attitude, accommodations; case studies; best practice; talent development; retention;
multicultural education

Besnoy, K. D., Dantzler, J., Besnoy, L. R., & Byrne, C. (2016). Using Exploratory and
Confirmatory Factor Analysis to Measure Construct Validity of the Traits,
Aptitudes, and Behaviors Scale (TABS). Journal for the Education of the Gifted,
39(1), 3–22. https://doi.org/10.1177/0162353215624160

This article details why TABS is important because it assists in identifying

students of all backgrounds and identities. It also details other identification
methods such as GATES, SRBCSS, GES-3, and GRS. It then goes into detailing
critiquing them because they place such emphasis on the qualifying statements
from teachers. It notes how in underrepresented populations it is often atypical
behaviors that can show giftedness. This is crucial for our research to be able to
share what sets the TABS apart and what the TABS could maybe benefit in
incorporating.

TAGS: identification practices; best practice; underrepresentation; attitude; equity

Jung, J. Y., Jackson, R. L., Townend, G., & McGregor, M. (2022). Equity in Gifted
Education: The Importance of Definitions and a Focus on Underachieving Gifted
Students. Gifted Child Quarterly, 66(2), 149–151.
https://doi.org/10.1177/00169862211037945

The article shares thoughts behind why there is underrepresentation in gifted

education. It details that the ways that we define terms like giftedness and talent
can be not inclusive towards underrepresented groups. It also factors in how
underachievement can act as the difference between ability and achievement. It
goes into how both positive and negative life experiences influence someone's
experience in school and therefore influences how or if they are able to be
identified as gifted or talented. This is crucial for our work because that’s what
the TABs aim to combat is this inequity within gifted education.

TAGS: equity; talent development; underrepresentation; best practice; access

Ford, D. Y., & Harmon, D. A. (2001). Equity and excellence: Providing access to gifted
education for culturally diverse students. Journal of Secondary Gifted Education,
12(3), 141-147.

This article is relevant to our research because it shares the importance of

educators consistently and constantly evaluating and reevaluating. However, it
was unique in not only evaluating students but also the effort they themselves
make to not only encourage and welcome diverse students in but also to make
sure they are able to be successful and retained in the programs. Which is why
the TABs is beneficial in that it can follow students and continually be edited to
incorporate updated information. It also addresses that we need to look at the
policies, procedures and programs in place to see if that is also contributing to
the underrepresentation so that we can begin to close the gap.

TAGS: equity; access; underrepresentation; identification practices; assessment;

policy; programming

Kornhaber, M. (1999). Enhancing equity in gifted education: A framework for examining

assessments drawing on the theory of multiple intelligences. High Ability Studies,
10(2), 143-161.

This article asks critical questions regarding identification of poor and minority
students. It inquires if it is reasonable to associate increased enrollment of
minority students with the assessments. This is crucial to the work that we do
because there are several factors that can lead to increased enrollment.
Therefore it would be hard to isolate that specifically the TABs or another
identification assessment was the reason for the increase. When reporting
results of the TABs we need to acknowledge that.

TAGS: equity; assessment; underrepresentation; identification practices; access

Wright, B. L., Ford, D. Y., & Young, J. L. (2017). Ignorance or indifference? Seeking
excellence and equity for under-represented students of color in gifted education.
Global Education Review, 4(1), 45-60.

This article shared how talent development is especially important when we think
about facing and attempting to reverse the inequality faced by minorities in gifted
education. It shares that an emphasis on talent development for early
identification and potential has the potential to increase enrollment while also
helping to retain underrepresented gifted students. When we consider how the
 TABs can influence/educate teachers on how to identify students and look for
giftedness in new ways, we are focusing on talent development of our students.
This talent development is one of the deliberate efforts that can be made to
diversify gifted education.

TAGS: attitude, equity; talent development; identification practices; best practice

Donna Y. Ford & Tarek C. Grantham (2003) Providing Access for Culturally Diverse
Gifted Students: From Deficit to Dynamic Thinking, Theory Into Practice, 42:3,
217-225, DOI: 10.1207/s15430421tip4203_8

This article discusses deficit thinking which I think could stand to be addressed in
our teaching of the TABs to educators. Essentially teachers hold a deficit
perspective about underrepresented students, like implicit bias that affects their
ability to accurately evaluate students for gifted programming. Due to them
having already internally lowered the bar and their expectations. It discusses that
this thinking needs to instead be shifted to dynamic thinking. Dynamic thinking is
essentially thinking outside of the box regarding student potential and giftedness.
It allows for different assessments and understanding of how one’s background,
culture and experiences influence the way you approach school. Also, it
discusses that we seldom take cultural expectations into account when
evaluating for giftedness and that what is perceived as gifted varies based on
one's culture.

TAGS: access; equity; identification practices; attitude; assessment; multicultural

education

Tarek C. Grantham (2001) Straight talk on the issue of underrepresentation: An

interview with Dr. Mary M. Frasier,Roeper Review, 24:2, 50-51, DOI:
10.1080/02783190209554128

This article is hearing directly from Mary Frasier about the topic of under
representation within giftedness. She shared that her goal is never to meet a
number quota which should be emphasized to educators. She also shares how
when we redefine giftedness with the use of implementing the TABs we have to
acknowledge that some current gifted students will not be identified and that is
okay because we recognize that no identification method is perfect, they will all
have flaws. The question for TABs is how can we minimize the flaws in how we
administer teaching about TABs to then subsequently minimize the flaws of
improper identification?
 TAGS: underrepresentation; best practice; identification practices; equity;
professional learning

Olszewski-Kubilius, P., & Thomson, D. (2015). Talent Development as a Framework for

Gifted Education. Gifted Child Today, 38(1), 49–59.
https://doi.org/10.1177/1076217514556531

The concept of looking at Talent Development as a framework for gifted

education is highly debated. With the TABs I think this could be incorporated by
using the framework of different areas of giftedness from TABs and utilizing that
in the education system. Saying okay this student is creatively gifted, how can we
adjust the curriculum to continue developing their creativity. It also adjusts how
we assess abilities. The traditional framework of giftedness is either it is there or
it is not, it’s unchanging. However, with the Talent Development framework it is
changing over time and able to be increased. This is similar to how we think of
the TABs as an ever changing document that can be edited to show the
development of abilities.

TAGS: talent development; best practice; assessment; accommodations; equity

Renzulli, J. S. (2005). Applying gifted education pedagogy to total talent development

for all students. Theory into practice, 44(2), 80-89.

The article suggests labeling the services not the students through use of a
schoolwide enrichment program. I think with the TABs being administered to all
students this could also work. Even if students are not labeled as gifted, using
the TABs to see where students do better. Then using that to make the
curriculum for all students more engaging while also fostering the abilities of the
students. The fostering of students' abilities paired with the TABs following them
through different grades could show improvement of underachievement and help
to hone skills so that maybe the next year, the student may have worked on their
ability enough for them to be considered gifted.

TAGS: talent development; identification practices; retention;

underrepresentation; curriculum

VanTassel-Baska, J., & Johnsen, S. K. (2007). Teacher education standards for the field
of gifted education: A vision of coherence for personnel preparation in the 21st
century. Gifted Child Quarterly, 51(2), 182-205.
 This article discussed that one of the issues we face with gifted education is the
absence of consistent policies on teacher preparation to work with gifted students
in each state. This relates to our discussion at GAGC how there are not
consistent policies for teacher use of TABs between different districts. Also,
making sure that the education given on the TABs is consistent within and
between districts. Whether that is how long the lesson on TABs or the renewal of
training to ensure that it is being used correctly so that we can get the most
accurate data of use of the TABs.

TAGS: professional learning; gifted education leadership; policy; equity; access

McCoach, D. B., Kehle, T. J., Bray, M. A., & Siegle, D. (2001). Best practices in the
identification of gifted students with learning disabilities. Psychology in the
Schools, 38(5), 403-411.

This article discussed learning disabilities which is something that we do not

necessarily cover with the TABs. We have to consider when evaluating students
with disabilities that the TABs may need to be amended. It also may need to be
filled out collaboratively between everyone involved in the students' education,
such as a special ed teacher, a regular teacher and parents. Simultaneously,
because the TABs moves beyond just traditional test scores, I think it is also a
good option for identification because creativity, determination and things of the
like can be evaluated in the students favor for being labeled as gifted. However,
similar to other under-represented groups we have to be careful to ensure that
teachers are not incorporating unconscious bias. We do have to adhere to the
federal laws surrounding identification in students with disabilities which is where
the TABs may need to be tweaked.

TAGS: accommodations; assessment; professional learning; identification

practices; access; programming

Ford, D. Y. (1998). The underrepresentation of minority students in gifted education:

Problems and promises in recruitment and retention. The Journal of Special
Education, 32(1), 4-14.

At the GAGC conference we discussed how in a particular school district, anyone

is able to nominate students for gifted education. This article details that validity
and reliability of nomination forms, tests, and checklists is something to be
evaluated. So, with the TABS we need to be mindful of the factors affecting those
who are able to nominate or identify students as gifted. We also need to be
 aware of what the gifted definition for a school district is, the demographics of the
school and examples of each aspect in practice.

TAGS: underrepresentation; retention; identification practices; best practice;

gifted education leadership

Ford, D. Y. (2010). Underrepresentation of Culturally Different Students in Gifted

Education: Reflections about Current Problems and Recommendations for the
Future. Gifted Child Today, 33(3), 31-35.

This article that came out in 2010, shared that based on data from 2006 there
were at least 500,000 Black and Hispanic students that were not in gifted
programming who should be. In Dr. Grantham's class we learned how to
calculate representation; both over and under where it should be based on the
demographics of students in specific schools. This is something that could be a
good learning tool when emphasizing how TABs can be so helpful to school
districts. Showing what those numbers look like in their own schools and then
seeing how they look in schools that have been using TABs. Ideally we would
see decreases in overrepresentation of White and Asian students and see a
decrease in underrepresentation of Black and Hispanic students.

TAGS: underrepresentation; multicultural education; programming; identification

practices; equity

Yoon, S., & Gentry, M. (2009). Racial and Ethnic Representation in Gifted Programs:
Current Status of and Implications for Gifted Asian American Students. Gifted
Child Quarterly, 53(2), 121–136. https://doi.org/10.1177/0016986208330564

This article shares that with Asian American students there is often an
overrepresentation due to the “model minority” stereotype. This is something that
educators filling out TABs need to be aware of when evaluating students to
disavow themselves of these stereotypes. While you need to be aware of what is
average and what is above or below, educators need to be sure they are not
comparing students to one another. Especially because someone can appear
gifted but just be really good at following the rules, as opposed to another student
who appears as an underachiever but are gifted.

TAGS: underrepresentation; assessment; attitude; equity; access; professional

learning
Watkins, A. M., & Kurtz, P. D. (2001). Using solution-focused intervention to address
African American male overrepresentation in special education: A case study.
Children & Schools, 23(4), 223-234.

This is salient because the ways that students' behaviors are evaluated and
interpreted can be the difference between a student being in gifted education and
being in special education. It is important for our educators to evaluate what we
may perceive to be destructive or interrupting behaviors to see if this is instead
how the student shows their intellect and creativity. Also, the underachievement
that can lead to Black male students being put into special education can also be
a result of them not understanding or seeing value in the lessons.​​This is where
educators need to tap into their own creativity to engage students rather than
writing them off.

TAGS: attitude; assessment; identification practices; professional learning; policy

Erwin, J. O., & Worrell, F. C. (2012). Assessment practices and the underrepresentation
of minority students in gifted and talented education. Journal of
Psychoeducational Assessment, 30(1), 74-87.

This article discussed how the use of IQ scores, prior achievement and
achievement tests are some of the best indicators for giftedness. However, due
to minorities historically scoring low on these tests it is not the best way to
measure giftedness. This lends credibility to our research and the TABs because
while we can be aware of prior achievement, it allows us to look beyond tests to
see a variety of areas where giftedness can be present. When working with
educators and school districts we want to emphasize this importance and why
the TABs is a great option.

TAGS: assessment; underrepresentation; identification practices; best practice;

gifted education leadership; equity; access

Callahan, C. M., Moon, T. R., Oh, S., Azano, A. P., & Hailey, E. P. (2015). What works in
gifted education: Documenting the effects of an integrated curricular/instructional
model for gifted students. American Educational Research Journal, 52(1),
137-167.

This article emphasizes that the current curriculum and teaching strategies used
in gifted classrooms do not make a good case for additional special services. If
school districts are having these debates of why do we need additional gifted
 services, the TABs would be a way to gain more tangible evidence of how many
students are gifted. Also, if they are using the TABs year to year, then it could
show how gifted programming students' varying abilities have continued to
improve. Even if the special services are TABs training for educators, it shows
what investing into programs can produce.

TAGS: assessments; identification practices; accomodations; programming;

professional learning; access

Smutny, J. F., Walker, S. Y., & Meckstroth, E. A. (2000). Teaching young gifted children
in the regular classroom. ERIC Clearinghouse on Disabilities and Gifted
Education.

This article discusses the complexity of early identification of gifted students due
to the issue of how to assess and identify. It thinks that observing behavior and
abilities in different settings is the way to go. Luckily, that is precisely what the
TABs is able to accomplish, especially in districts where it can be filled out by
more than just the primary teacher but also specials teachers. Younger students'
giftedness similar to minorities presents itself in different ways, like asking lots of
questions or trying to establish how something works by taking it apart. If we start
young, like pre-school and have the TABs follow them through each grade;
ideally we could track what their development looks like year to year. Seeing if
giftedness is ever changing and how what qualified in pre-school does not in
second grade.

TAGS: identification practices; best practice; talent development; access;

programming

Kirschenbaum, R. J. (1998). Dynamic assessment and its use with underserved gifted
and talented populations. Gifted Child Quarterly, 42(3), 140-147.

This article is very salient to our work with TABs because we want to ensure that
all students are able to be properly identified through the TABs. It is also one of
the key reasons for having the TABs. To be able to ensure that students of those
underserved populations have different perspectives through which their
giftedness is able to be assessed. Especially when we think of groups like
English second language learner students or students from rural or poor
backgrounds. The ability to speak two languages itself shows giftedness so
having a dynamic assessment such as the TABs is crucial in lowering the
underrepresentation of diverse students.
 TAGS: assessment; underrepresentation; identification practices; equity; access;
multicultural education; retention

Callahan, C. M., Azano, A., Park, S., Brodersen, A. V., Caughey, M., & Dmitrieva, S.
(2022). Consequences of Implementing Curricular-Aligned Strategies for
Identifying Rural Gifted Students. Gifted Child Quarterly.
https://doi.org/10.1177/00169862221082064

This article is important because we do not often discuss rural students when we think
of the underserved populations within gifted education. They may not have access to
the resources needed for ideal gifted programming. Additionally, the educators may not
have access to proper TABs training which is why our work with making the TABs digital
is quite so crucial. We want to ensure that all students from underserved backgrounds
are able to be properly evaluated as well as exposed to the different ways in which their
giftedness can appear.

TAGS: curriculum; identification practices; access; equity; talent development; policy

Frasier, M. M., Martin, D., Garcia, J., Finley, S. V., Frank, E., Krisel, S., King, L. L.
(1995). A new window for looking at Gifted Children. National Research Center
on the Gifted and Talented, the University of Connecticut.

This book is very relevant to our research as it presents a framework in gifted education
that addresses issues related to the underrepresentation of economically disadvantaged
and limited English proficient students in gifted programs. The entire purpose of this
resource is to identify the needs for these groups and then assist school districts in
formulating a plan to be prepared when identifying underrepresented and economically
disadvantaged groups for gifted potential. This research describes seven of the various
assumptions within gifted education, including those that underlie the Staff
Developmental Model (SDM) and the Research-Based Assessment Plan (RAP), which
make-up the majority of this book.

TAGS: programming; underrepresentation; assessment; equity; identification practices

Gentry, M., Gray, M., Whiting, G. W., Maeda, Y., & Pereira, N. (2019). Access
denied/System failure: Gifted education in the United States: Laws, access,
equity, and missingness across the country by locale, Title I school status, and
race. Report Cards, Technical Report, and Website. Purdue University: West
Lafayette, IN

This thorough research article is very essential to our research and provided us with a
strong foundation in reviewing the differences in laws, access, equity, and opportunity
gaps within gifted education. This project created report cards of every state in the U.S.
that included analyses of gifted programs as a whole, as well as areas of weakness,
demographics, and funding laws. This resource helped support our research in regards
to the state of Georgia and its need to do more and create inclusive tools for gifted
students, educators, and supporters. It includes accurate data with many visuals and
even helps to synthesize the report cards of each state so that the information is
properly understood. This allowed us to check our research accuracy and consistently
use this resource as a foundation to build more equitable tools and practices from.

TAGS: professional learning; policy; equity; access; gifted education leadership;

identification practices

Lewis, K. D., Novak, A., & Weber, C. L. (2020). Using case studies to develop
equity-driven professional learning for gifted educators. Gifted Child Today, 43(4),
239–251. https://doi.org/10.1177/1076217520940736

This journal article supports our research in bettering professional learning opportunities
and training for gifted educators. Case studies can often be a very useful tool in helping
educators role-play and practice their skills for what they would do or how they would
act in a specific scenario. This article combines the importance of utilizing case studies
as a tool and helping educators to implement the seven principles of equity-driven
professional learning while working with diverse students. Often, there are different
ways that situations can be carried out, thus teachers need to be professionally trained
to ensure that they are addressing situations, especially those that may occur with gifted
children, in the classroom in the most efficient and culturally appropriate manner. This
resource allows us to see the importance of professional educator training, especially
with diverse populations of gifted students.

TAGS: case studies; professional learning; equity; underrepresentation

Payne, A. (2010). Equitable access for underrepresented students in gifted education.

Arlington, VA: The George Washington University Center for Equity and
Excellence in Education.

This article provides research and reports on current gifted programs, the roots of the
inequity in gifted education, as well as recommendations for how these issues can be
best addressed by school districts. It provides a thorough background on the evidence
of disproportionality in gifted education, including demographics and research behind
the contributing factors. In addition, this report supports our work as it explains how this
weakness in gifted identification can affect low-income, diverse students most
commonly and that focus needs to be shifted in order to fix this. Thus, more research
and recommendations are discussed in using an alternate approach for school districts
to identify potential in diverse students for gifted education programs. This way, all
students are considered utilizing multi-based criteria and we are able to utilize this as a
potential solution/recommendation for Georgia school districts.

TAGS: equity; access; gifted education leadership; policy; talent development; retention;
identification practices

Cross, J. R. (2013). Gifted education as a vehicle for enhancing social equality. Roeper
Review, 35(2), 115–123. https://doi.org/10.1080/02783193.2013.766962

This journal article helps to support our research as it provides an alternate perspective
to gifted education. Cross (2013) makes a point to analyze the practices that may be
contributing to the inequality found within gifted education and why we should rid of
them. Not only this, but she thoroughly discusses the importance that not all children
are created equal or are built to succeed on the same academic continuum or ability
level. Because of this, children that are economically disadvantaged may not thrive on
standard set practices or curriculum requirements since they have not received the
same opportunities as their peers in the past. The author goes on to explain the
changes the education system and gifted programs need to implement in order to
change the status of equity within these programs. Overall, this is a very important
resource in supporting our research.

TAGS: identification practices; underrepresentation; equity; access

Dai, D. Y. (2013). Excellence at the cost of social justice? negotiating and balancing
priorities in Gifted Education. Roeper Review, 35(2), 93–101.
https://doi.org/10.1080/02783193.2013.766961

This journal article is very important to the research we’ve conducted because it
provides a perspective on ensuring gifted education is socially defensible and
educationally productive. This resource discusses different cases and school examples
where appropriate measures were taken to help promote values such as excellency,
social justice, diversity and efficiency into the practices of gifted programs. Not only this,
but the article helps to explain different solutions and recommendations for school
practices in order to ease tension, focus on inclusivity, and ensure social justice is being
accounted for. There is thorough research and support in this article that provides our
research with a knowledgeable foundation that we can utilize in order to ensure our
equity tools and resources are coordinating well with these social justice measures. In
all, this journal explains evidence-based cases and data that helps to provide rationale
for our entire project and that our efforts are needed within gifted education.

TAGS: case studies; equity; access; best practice; gifted education leadership
Ford, D. Y. (2015). Multicultural issues: recruiting and retaining Black and Hispanic
students in gifted education: Equality versus equity schools. Gifted Child Today,
38(3), 187–191. https://doi.org/10.1177/1076217515583745

This journal article will definitely help contribute to our future research and platform in
creating equitable resources and opportunities for diverse, underrepresented gifted
students and gifted educators. I really think this source brings importance to our
research because it compares two different school districts, one that is equity focused
and one that is equality focused. The important factor to note is that in these schools,
the gifted student demographics look very different. Their philosophies for the gifted
program differ in each district, thus causing different proportions of underrepresented
students within the programs, however this article goes into detail explaining why
certain policies and standards close and open doors for some students. It breaks down
program goals, data, as well as includes recommendations. The perspective that this
research gives is very valuable and can be utilized with other resources when
comparing different state standards as well.

TAGS: multicultural education; retention; underrepresentation; policy; equity; access

Ecker-Lyster, M., & Niileksela, C. (2017). Enhancing gifted education for

underrepresented students. Journal for the Education of the Gifted, 40(1), 79–95.
https://doi.org/10.1177/0162353216686216

This article brings importance in analyzing the history of gifted education, including how
there is a desperate need for programming changes in order to better identify
underrepresented students. It helps to explore the best recruitment and identification
practices, as well as additional strategies to use with gifted children in order to increase
retention with these students. This can significantly contribute and complement our
research on the TABs instrument and how educator support with this tool is essential for
its success in gifted programs. The TABs instrument can even build on these alternative
strategies that the article is suggesting such as the benefits of multicultural education
with gifted students. This is to help expand and educate students’ skill sets and allow
them to grow as individuals. Overall, this article sheds light on many programming tools
that can be beneficial in our TABs and equity research.

TAGS: underrepresentation; best practice; programming; identification practices;

retention; gifted education leadership

Milner, H. R., & Ford, D. Y. (2007). Cultural considerations in the underrepresentation of

culturally diverse elementary students in Gifted Education. Roeper Review,
29(3), 166–173. https://doi.org/10.1080/02783190709554405
This journal article truly focuses on the cultural aspect in identification procedures for
gifted education. Also, it’s very significant because it brings an educator-based
perspective in improving the identification rates of gifted students. Moreover, it centers
around the need for addressing educator cultural competence and if teachers make the
effort to learn about their students and are able to overcome “culture blindness”, then
they will be more equipped in identifying their culturally diverse students’ strengths in
the classroom. This brings important research towards professionally learning and that
bias may be a key factor that is affecting identification. After discussing this, the article
also gives recommendations on how to best retain higher rates of culturally diverse
students, as well as suggested practices in identifying these students once properly
trained. The author brings research that correlates well with the TABs instrument and
importance of gifted educator training.

TAGS: identification practices; multicultural education; professional learning; equity

Grantham, T. C., & Ford, D. Y. (1998). Principal instructional leadership can reverse the
under-representation of black students in Gifted Education. NASSP Bulletin,
82(595), 101–109. https://doi.org/10.1177/019263659808259512

This resource brings research that focuses mainly on the lack of Black students in gifted
programs and how the school principal has the power and responsibility to ensure that
teachers, all educators, and supervisors are doing their part in reversing this
underrepresentation. Research is discussed within this journal article that centers
around the various roles a principal has within a school and how these roles can
positively affect the identification of diverse, underrepresented students, such as Black
students in gifted programs. Grantham and Ford (1998) make a point to focus on
teacher effectiveness and training, as well as ensuring that the principal is using
consistent communication in scheduling teacher evaluations. The principal has a job to
overlook policies and the curricula contributing to the gifted program, as well as sign off
on rules in identifying students. Thus, this article helps to explain the importance of
administrator and principal responsibilities in helping the success and representation in
gifted programs. It complements our research in using equitable identification methods
and stressing the importance of teacher training, responsibility, and education.

TAGS: professional learning; gifted education leadership; attitude; identification

practices; curriculum