When it is argued that the prime mission of gifted education is to raise scores on high-stakes tests, we should not ignore the fact that people who make high-level contributions in their respective fields are a function of their interests, task commitment, analytic and creative thinking skills, and a range of executive function skills necessary for getting a job done.
The recent study by Christopher Redding and Jason Grissom, Educational Evaluation and Policy Analysis, tells you a lot, but also leaves out much about the actual services that lead to the outcome they are studying.
North Carolina has issued a call to action for educators to meet the advanced learning needs of students all day, every day. They've identified 6 steps to achieve equity and excellence in gifted education.
Tarek Grantham, Ph.D. and Sally Krisel, Ed.D.
The concept of overexcitabilities is widely accepted as being part of the experience of many gifted children. But is it valid? It is time to take another look.