High-Ability Students' Participation in Specialized Instructional Delivery Models: Variations by Aptitude, Grade, Gender, and Content Area. (April 2013)

• Record Type: Journal Article
• Authors: Assouline, Susan G.; Colangelo, Nicholas; Heo, Nanseol; Dockery, Lori
• Is Part Of: Gifted child quarterly. Volume 57:Number 2(2013)
• Page Start: 135
• Page End: 147
• Publication Date: 2013-04
• Subjects: high-ability -- science -- math -- language arts -- gender; Gifted children -- Education -- Periodicals; Gifted children -- Periodicals; 371.9505
• DOI: 10.1177/0016986213479654
• Languages: English
• ISSNs: 0016-9862

Abstract

Established in the early 1970s, the talent search model has garnered strong theoretical and programming support for addressing the academic needs of highly able students. The two main components of the talent search model are discovery (identification) and development (programming) of academic talent. Discovery of academically talented elementary and middle school students occurs via the process of above-level testing, usually offered through university-based centers. The essence of talent search program intervention is acceleration, which has robust research support as the most effective intervention for high-ability students. Whereas talent search identification and programming are university based, talent search participants receive nearly all of their instruction in K-12 settings, where academic acceleration is less likely to be implemented. In this investigation, a large sample of talent search participants ( n = 5, 844) were asked questions designed to measure the various ways in which the students study mathematics, science, and language arts (writing and reading) in the K-12 setting. More than two thirds of the study sample reported that they were taught in the regular classroom, learning the same material, at the same level and pace as nongifted peers. The type of curriculum differentiation or program delivery model (e.g., small-group instruction) reported by the students varied according to subject area, with the greatest percentage of reports of differentiated delivery in mathematics. Main effects were found for gender, grade, and ability. Implications for school-based accelerative interventions are presented.