Resena de la obra de Don A. Dillman, Jolene D. Smyth y Leah Melani Christian: Internet, Phone, Mail and Mixed-Mode Surveys. The Tailored Design Method. New Jersey: John Wiley and Sons

https://dialnet.unirioja.es/descarga/articulo/7287796.pdf

Internet, phone, mail and mixed-mode surveys: the tailored design method: reseña

Multilevel Analysis for Applied Research—It's Just Regression!

Nearly in all contemporary definitions of giftedness and talent, it is asserted that they can be manifested as high performances in various fields of action of the individual. Moreover, the hypothesis that the environment in which the individual is brought up and educated has a significant influence of the potentials development of the gifted and talented child has been confirmed. 
This paper provides an analysis of eight theoretical models in which, apart from a definition of working with this category of children are offered as well.
The models are a result of an enormous scientific experience of scholars who are renowned in the area of education of gifted children. The models are presented in a chronological order according to the period of their development. They can serve as guidance to school which intend to develop programs for gifted children.

Education of the gifted and talented

Low-income and minority students are substantially underrepresented in gifted education programs. The disparities persist despite efforts by many states and school districts to broaden participation through changes in their eligibility criteria. One explanation for the persistent gap is that standard processes for identifying gifted students, which are based largely on the referrals of parents and teachers, tend to miss qualified students from underrepresented groups. We study this hypothesis using the experiences of a large urban school district following the introduction of a universal screening program for second graders. Without any changes in the standards for gifted eligibility, the screening program led to large increases in the fractions of economically disadvantaged and minority students placed in gifted programs. Comparisons of the newly identified gifted students with those who would have been placed in the absence of screening show that Blacks and Hispanics, free/reduced price lunch participants, English language learners, and girls were all systematically “underreferred” in the traditional parent/teacher referral system. Our findings suggest that parents and teachers often fail to recognize the potential of poor and minority students and those with limited English proficiency.

https://files.eric.ed.gov/fulltext/ED578122.pdf

Universal Screening Increases the Representation of Low-Income and Minority Students in Gifted Education.

M.A.T. students are expected to have completed the content discipline prior to beginning the graduate program. Some Monmouth University students are admitted to graduate study before a coherent sequence of at least thirty credits in a recognized liberal arts discipline (e.g., art, English, mathematics) has been completed. These students are expected to complete all remaining undergraduate course work at Monmouth University. In cases where the students are unable to take the appropriate classes at Monmouth due to time conflicts, the student may be given permission to take one or all of these discipline-specific courses at a twoyear institution. In these limited cases, the Monmouth University M.A.T. students who obtain permission to enroll at two-year institutions while in the M.A.T. program may transfer the credits to Monmouth during their last semester in the M.A.T. program. These credits will be posted to a Monmouth University undergraduate transcript after completion of their M.A.T. program.

カリキュラムと授業をめぐる理論的系譜 = Curriculum and instruction

This mixed-method study was conducted to investigate characteristics influencing the representation of Hispanic students in gifted programs across Florida K-12 school districts. Characteristics included school district enrollment, school district poverty level, school district percentage of minority students, grade level, and policies and practices relevant to gifted identification. Results showed a statistically significant positive relationship between school district enrollment and the percentage of Hispanic students identified for gifted education in 2016-2017, indicating that Hispanic gifted representation was higher in Grades 6-8 than in Grades K-5 or Grades 9-12. Qualitative methods were utilized to analyze exceptional student education (ESE) policy manuals in two purposively sampled school districts and data from interviews with gifted coordinators in those same districts to determine how policies influenced school-level practices in increasing Hispanic representation in Florida's K-12 gifted programs.

/pdf/an-analysis-of-the-representation-of-hispanic-students-in-48zrewfj5q.pdf

Dalena Luis

Papers

An Analysis of the Representation of Hispanic Students in Gifted Programs in Florida's K-12 Public Schools