Myth: Gifted Education Requires An Abundance Of Resources
Resources such as program funding, teachers licensed in gifted education, materials, equipment, and an administrator with advanced work in gifted education are not the driving forces behind a successful gifted education program. While having all of these factors provides a boost, they are not determinants for what makes a gifted education program successful. What makes a gifted education program ideal, is having clear goals and a clear process for identifying and executing the program that are aligned with general education, having a committed, quality administration working hard to oversee the program, and having effective communication among everyone involved. Listed below are a number of sources related to creating a gifted education program in the absence of an abundance of resources.
Curl, C. D. (1982). Myth: Waiting for Santa Claus. Gifted Child Quarterly, 26, 47-48.
Gentry, M. L., & Mann, R. L. (2008). Total school cluster grouping and differentiation: A comprehensive, research-based plan for raising student achievement and improving teacher practices. Mansfield Center, CT: Creative Learning Press.
Purcell, J. H., & Eckert, R. D. (2006). Designing services and programs for high-ability learners. Thousand Oaks, CA: Corwin Press.
Tomlinson, C.A. (2003). Fulfilling the promise of the differentiated classroom: Strategies and tools for responsive teaching. Alexandria, VA: Association for Supervision and Curriculum Development.
Winnebrenner, S., & Devlin, B. (2001). Cluster grouping of gifted students: How to provide full-time services on a part-time budget: Update 2001. ERIC EC Digest #E607.