Bain, S. K., Bourgeois, S. J., & Pappas D. N. (2003). Linking theoretical models to actual
practices: A survey of teachers in gifted education. Roeper Review, 25(4), 166-172.
Annotated Bibliography: Program Evaluation of Gifted Programs
Mary Smith
This article presents a regional survey of teachers from a southeastern state and involves the identification and use of theoretical models by teachers and the significance of perceived outcome goals for gifted students. The author presents a short review of national, state, and regional survey topics, illustrating that many surveys are concerned with expenditure, are program service/evaluation oriented, or are focused on the identification of gifted students. These surveys have not studied the match between theory and practice and the “perceived significance of goals among teachers in gifted programs” has not been examined, thus the rational for this survey. Next, the author briefly discusses some models for gifted education including, Taxonomy of Educational Objectives, Structure of Intellect Model, Multiple Talent Approach, Enrichment Triad Model, Revolving Door Identification Model, School wide Enrichment Model, Autonomous Learner Model, and Multiple Intelligences. Survey questionnaires were sent to 108 teachers, of which 53 were returned. Data from 50 respondents was complete, met research criteria and was included in the analysis. The survey found that there is a lack of consistency in matching theoretical models and actual practice. Based on these results, this study finds that “attention should be given to teachers’ critical thinking skills related to the issues of documented effectiveness of interventions.”
Assess
This source is provides a brief, but useful, overview of different models for gifted education and documents a gap between the study of these models and the application of these models in the classroom. Unlike some of the more general evaluation articles and some articles that focus on the evaluation of particular methods, this article evaluates teachers and how they put theoretical models into practice. While the sample size is relatively small and the response rate not great, this article and study itself is fairly objective.
Reflect
This article provides a nice dimension to my research since it presents findings of teachers evaluating themselves. It documents a gap most teachers would admit does exist: teachers attend many in-services and continuing education classes, but often lack the time to put knowledge into practice.
Gentry, M., & Owen, S. V. (2004). Secondary student perceptions of classroom quality:
Instrumentation and differences between advanced/honors and Nonhonors classes. The
Journal of Secondary Gifted Education , 16(1), 20-29.
This article is about the development, validity and use of an instrument, the Student Perceptions of Classroom Quality (SPOCQ) to measure secondary students’ perceptions about class activities and quality. Some gifted education experts emphasize the importance of regularly measuring quality perceptions to help teachers make decisions regarding instruction as well as to evaluate the effectiveness of curriculum and instruction. However, in order to achieve this, more psychometrically sound instruments are needed. Specifically, the SPOCQ measures meaningfulness, challenge, choice, self-efficacy and appeal, all of which have been determined to be important constructs for learning in general and gifted education in specific. In addition to other uses, the author asserts that this instrument may be used in the school-improvement process as well as to evaluate classroom quality. For the psychometric evaluation of this instrument, a national sample of students in grades 7-12 was taken (N=7,411), the instrument was assessed and the data was analyzed. The authors found strong psychometric support for the instrument. In addition, data was analyzed by student group, students in advanced classes (AP or honors) and students in regular classes. The authors predicted that students in advanced classes would have higher subscale scores than students in regular classes. Interestingly, these students in advanced classes had higher scores in the constructs of challenge and meaningfulness when compared with regular class students. However, scores in both groups for the construct of appeal, choice, and self-efficacy were the same.
Assess
The purpose of this source is to present a new instrument, the SPOCQ, for use when assessing student perceptions of classroom quality. In addition to the psychometric evaluation of the instrument, the authors presented initial findings from using this instrument and compared scores between students in advanced classes and students in regular classes. This article presents a potentially useful tool to have in the gifted program evaluation tool kit, since one important component of program evaluation is to examine client perceptions. This source is fairly objective since the study was conducted using social science methodologies to lessen bias.
Reflect
The information provided by this article fits with the rest of my research since it provides a tool that evaluators of gifted programs can use. From my experience in program evaluation, assessing client perceptions is an important part of evaluating a program and should not be overlooked.
Hunsaker, S. L. (2000). Documenting gifted program results for key decision-makers. Roeper
Review, 23(2), 80-82.
This article stresses the significance of documenting the results of gifted education program evaluations to governing bodies, such as state legislatures, state school offices, and local school boards. Next, this article provides three general issues that can influence communication with decision-makers: being clear on intentions, being considerate of decision makers, and providing useful information. Regarding being clear on intentions, the author points out the delineation between evaluation and advocacy; the main purpose of the former is to inform while for the latter it is to influence. Evaluators need to be aware of the differences and to present data in a systematic and trustworthy way. However, the author warns that data itself is not always neutral and that professionals should be aware of various interpretations by different constituencies. The second general issue, being considerate of decision makers, emphasizes the importance of packaging the information appropriately which includes honestly, succinctly and in a timely way. The key to providing useful information, the third general issue, is to “give decision-makers what they want to know and what they need to know” by offering them evidence at three levels which verify gifted students have received: a sound basic education, an excellent education, and a gifted education.
Assess
This is a useful source since it explains the role an evaluator must play when communicating gifted program evaluation data with key decision-makers. Communications with key decision-makers is critical since they often provide the funds for gifted education programs. The author explains the role of the evaluator and discusses three general issues evaluators should consider when communicating with key decision-makers. Like any article, this source does contain a certain amount of bias and, in this piece, since the findings are not research based, subtle opinions of the author do appear.
Reflect
This source is helpful since it answers the ‘now that we have the evaluation data, what do we do with it…’ dilemma. Furthermore, this article emphasizes that evaluators need to understand their role and to provide the data in a systematic and neutral way. This is often a difficult role once you become immersed in the project, and slipping towards the advocacy role, when it is not appropriate, is all too easy. This article fits with this bibliography since it provides advice about gifted program evaluation in general and emphasizes how to communicate finding appropriately.
Olszewski-Kubilius, P., & Lee, S. (2004). Gifted adolescents' talent development through
distance learning. Journal for the Education of the Gifted, 28(1), 7-35.
This study was created to explore how gifted students utilized a university-based distance learning program, the program’s role in these students’ educational and talent development, and the students’ experience with distance education. To begin, the authors provide a good justification for distance learning as well as a discussion of the assumptions of distance learning and the technology that makes distance learning possible. In addition, types of distance learning programs for gifted students are discussed as well as the effects of distance learning, though the research regarding the latter is limited. The university-based distance learning program, LearningLinks (LL) at the Center for Talent Development (CTD) is described (interestingly, they use BlackBoard as well!!) The 99 participants, selected randomly, in this evaluation study were in grades 6-12 who had participated in LL, either in a high school honors course or an advanced placement course during the past 4 or 2 years. One of two questionnaires, depending on course taken, was administered to program participants. Among other findings, this study showed that students tended to enroll in the program because of their interest in the subject area, desire to accelerate themselves, and the lack of courses at their home schools. In general, students were satisfied with the quality of communication; however, the least favorite program component was the absence of face-to-face contact with the teacher. The authors conclude that “these results suggest that the distance-learning programs should use a combination of new and old methods to meet students’ desire for easier and more efficient communication and written-content materials.”
Assess
This is a very interesting and useful source because it provides an evaluation, though limited, of a distance learning program for gifted students. Like some other articles featured here, it focuses on a single program; however, the study is replicable and comparable. While the study has its limitations, for example, a low response rate (345 questionnaires mailed 99 responses) and only examines students in a distance learning program and does not utilize a comparison group, it seems to present the data in an unbiased way and readily recognizes limitations.
Reflect
This is a very timely article especially as education moves in this direction. The authors cover the topic quite thoroughly and present the positives and negatives regarding distance learning.
Tomlinson, C. A., & Callahan, C. M. (1994). Planning effective evaluations for programs for the
gifted. Roeper Review, 17(1), 46-51.
According to this article, effective evaluations of programs for gifted learners should be carefully planned and executed. In order to accomplish this, a framework for conducting an effective evaluation is provided and each of the four steps, (1) preparing for the evaluation, (2) designing data collecting and analysis, (3) conducting the evaluation and (4) reporting the findings and follow-up, is discussed in detail. Ideally, the planning stage, step one, should take place during the program design phase when clear, measurable program goals and objectives are created. The evaluation plan should be both formative and summative and should include budget needs, involvement of key stakeholders, as well as specific timelines for gathering data, analyzing data and disseminating findings. During the second step, designing data collection and analysis, multiple data sources and modes should be considered and methods should include both qualitative and quantitative one. In addition care should be taken to develop evaluation questions that comprehensively examine the program, including, program goals, structures, functions and activities. The author cites sources of both process and outcome data and stresses the use of triangulation or use of multiple data sources and methods. In addition, during this second step, the plan for data analysis should be made, for example, which statistical procedures will be applied. Also, the stakeholders’ role in data collection and information dissemination should be further refined. The third step in the evaluation process, conducting the evaluation, emphasizes the importance of the stakeholders and evaluators working together to ensure that the evaluation process is smooth and stresses the importance of communicating evaluation information between the evaluation team and the stakeholders. Next, during step four, the information needs to be reported to the appropriate audiences, in a suitable format, and in a timely manner. It is during this final stage that the key stakeholders and the evaluators need plan ahead for the next evaluation cycle. Finally, the author presents a planning matrix based on research and best practices.
Assess
This is an extremely useful source for educators planning to implement a new program or intervention for gifted students. This article discusses the steps in planning an evaluation and then presents a wonderful matrix that simplifies planning and implementing an effective evaluation. This article is a practical general evaluation piece. Since this is a practical “how to” guide, it is fairly objective and reliable.
Reflect
This fits into my research on program evaluation by providing an article outlining a practical approach to the evaluation of gifted programs. The article provides a matrix that evaluators and educators can apply to evaluate their programs and interventions. While this outlines a very formal evaluation approach, elements of it can be used to make mini-assessments.
Van Tassel-Baska, J. (2001). The role of advanced placement in talent development. Journal of
Secondary Gifted Education, 12(3), 126-132.
This article discusses the benefits of Advanced Placement (AP) classes for gifted learners, attempts to show the relationship between AP and the gifted talent development process, and explains issues that educators of the gifted must realize when promoting AP classes for their students. While some educators argue that AP classes are heavy on the content and factual material and light on the depth and complexity appealing to gifted learners, evidence suggests that AP is the most popular secondary program among gifted learners. The author asserts that AP is very important to the academic development of gifted students and that it promotes abstract reasoning, higher level thinking skills, rapid learning rate, and emphasis on advanced concepts that are beneficial to gifted learners. Furthermore, AP courses have high expectations coupled with powerful incentives, like college credit. Moreover, most colleges and universities look for AP classes in their applicants. The author concludes that “while Advanced Placement coursework may not be for every college-bound student, the program puts those students who choose it on a deliberate path towers the accrual of educational advantage in key areas of learning that con only over time enhance individual and societal educational progress.”
Assess
The purpose of this article is to promote the benefits of AP classes for gifted students in a purposeful way. This source is more biased than research-based articles, since it is more of an essay supported by facts from the literature. Many statements are rather subjective, like AP being the most popular secondary program among gifted learners; however, the author fails to note that it is often the only program for gifted learners in secondary school. However, it is a useful source for teachers doubting the value of AP classes for gifted learners.