Educational Myths Dispelled by Hattie
Dispelling educational myths, with Dr. John Hattie
https://neurosciencecommunity.nature.com/posts/20734-dispelling-educational-myths
If you don't know Dr. Hattie, you should look him up on YouTube. He's one of the premier researchers right not is education and is doing a lot to clear things up in regard to what is really working for learners. This article offers a good summary of some of his controversial topics that are all backed with a trove of research.
https://neurosciencecommunity.nature.com/posts/20734-dispelling-educational-myths
If you don't know Dr. Hattie, you should look him up on YouTube. He's one of the premier researchers right not is education and is doing a lot to clear things up in regard to what is really working for learners. This article offers a good summary of some of his controversial topics that are all backed with a trove of research.
The Gifted & Talented Equity Debate
Peters, S. J. (2022). Where does gifted education go from here: Chaos or community? Gifted Child Quarterly, 66(2), 163–168. https://doi.org/10.1177/00169862211066947
The article "Where does gifted education go from here: Chaos or community?" is written as a thought provoking essay on what the equity debate currently dominating the discussion around gifted education. The essay defines two main areas of agreement. (1) Racial disparities in GT programs is unacceptable. (2) Less time should be spent on identification, and more time should be spent on challenging all students. The author provides three suggestions for how to address inequities in GT programs. (1) Schools should start earlier with advanced programs, and aim for advanced levels of achievement and not just grade level proficiency. (2) Good GT programs are localized and incorporate local culture. (3) Schools should work to challenge students of all kinds, and not just look for the obviously identifiable but rather the high achieving within the context of their peers.
TV Time
Williams, P. A., Haertel, E. H., Haertel, G. D., & Walberg, H. J. (1982). The Impact of Leisure-Time Television on School Learning: A Research Synthesis. American Educational Research Journal, 19(1), 19–50. https://doi.org/10.3102/00028312019001019
In summary, TV time is good up to a point and actually shows some positive affects on learning up to about 10 hours a week. Beyond that and there are negative impacts on learning. This issue is exacerbated when the student has a higher IQ.
Multicultural Giftedness Identification
Coronado, J. M., & Lewis, K. D. (2017). The Disproportional Representation of English Language Learners in Gifted and Talented Programs in Texas. Gifted Child Today, 40(4), 238–244. https://doi.org/10.1177/1076217517722181
This study references a few different possibilities for disproportional representation in GT programs. One reference is to the Distribution Theory, which suggests that a lack of resources causes a limitation on experiences and supports which would otherwise support GT identification.