The updated, comprehensive guide to developing or enhancing gifted programming How do we ensure we are meeting the needs of gifted students? The educational landscape has changed dramatically since Designing Services and Programs for High-Ability Learners was first published in 2006. This updated and revised second edition of the landmark guidebook provides educators and administrators with the comprehensive, practical advice they need to support gifted learners, and includes new perspectives based on recent research and the updated National Association for Gifted Children Programming Standards. Written by leading experts, each chapter focuses on a key feature of high-quality gifted programs, from identification to evaluation and advocacy, and takes into account current trends in education, such as the • Focus on diversity and the efforts needed to ensure underrepresented populations are screened for gifted education • Collaboration with special education, families, and community members to ensure all students have access to programming and services • Use of technology, especially in rural communities • Development of local policies to support gifted education Whether you are developing a new program or restructuring an existing service, this guidebook will help you meet the needs of today’s gifted students.
Chapter 17: Using Scientifically Based Research to Make Decisions About Gifted Education Programs, Services, and Resources
Using Scientifically Based Research to Make Decisions About Gifted Education Programs, Services, and Resources
In 2008, the American Educational Research Association (AERA, n.d.) defined scientifically based research (SBR) as the application of rigorous, systematic, and objective methodologies to obtain reliable and valid knowledge about educational programs and services. SBR requires specific components:
- the development of a logical, evidence-based chain of reasoning;
- methods appropriate to the questions posed;
- observational or experimental designs and instruments that provide reliable and generalizable findings;
- data and analysis adequate to support the findings;
- explication of procedures and results clearly and in detail, including specification of the population to which the findings can be generalized;[Page 240]
- adherence to professional norms of peer ...