Taylor & Francis Inc Achieving Equity in Gifted Programming: Dismantling Barriers and Tapping Potential

Wells, a school district administrator who facilitated the redesign of the district's gifted program, offers research-based programming implementations to help educators address the underrepresentation of culturally, linguistically, and economically diverse students in gifted programs and help students from all backgrounds access programming. She discusses the impact of implicit bias and privilege on underrepresentation in gifted education; an example of one district's program redesign; gifted identification, including implementing universal screening and removing screening barriers; identifying talent; overcoming racial bias; understanding privilege and implicit bias; and empowering educators to make a difference. Annotation ©2020 Ringgold, Inc., Portland, OR (protoview.com) Achieving Equity in Gifted Programming offers practical, research-based programming implementations to increase equity in gifted education and: Helps educators understand diverse learners' identification and needs. Calls educators to act in response to the disproportionate participation of diverse students in gifted programs. Builds off of research on talent development, cultural awareness, and social justice in education. Tasks educators with exploring their own implicit and explicit biases. Asks educators to focus on culturally responsive teaching.Each chapter poses an opportunity for educators to address underrepresentation and their own understanding of culturally, linguistically, and economically diverse learners. Underrepresentation in gifted education can be addressed—it does not have to go on in perpetuity. Achieving Equity in Gifted Programming offers practical, research-based programming implementations to increase equity in gifted education and: Achieving Equity in Gifted Programming offers practical, research-based programming implementations to increase equity in gifted education. Calling on research on talent development as an instructional intervention, cultural awareness, and social justice in education, this book represents an intersection of theory and practice. Autorid: April Wells