Research & Evaluation

Combined Concurrent

Exploring Alignment in Gifted Program Policies

Saturday, November 11
8:00 AM - 8:20 AM
Location: 203 B

A disconnect between gifted education policies at the state and local levels may exist, and gifted programs vary according to district/school size and district/school resources. In this study, we use qualitative document analysis to examine gifted education policies in two states. We purposefully sampled 16 districts to investigate alignment with recommended practices and cross-level alignment. Results indicate policies in both states are in relative alignment with recommendations, but are not fully aligned across levels. Findings provide insight into aspects of gifted education policy that actually are consistent with recommendations and across levels. Presenters discuss detailed findings and implications for future research.

Annalissa V. Brodersen

Research Associate
University of Virginia

I just completed my doctoral program focusing on Gifted Education research at the Curry School of Education and am working as a Post-Doctoral Research Associate for the National Center for Research on Gifted Education. There, I have the opportunity to work with qualitative data collection and assist in data analysis. In my research, I am interested in a variety of specific populations of high ability students, including those from rural populations. I am also interested in the development and implementation of education policy, particular in the field of gifted educaiton. My dissertation research focuses on k-12 gifted education policy and its alignment with research-based practices as well as cross-level alignment (state, district, school).

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Melanie Caughey

Graduate Student
University of Virginia

Melanie Caughey is an advanced doctoral student in the Gifted Education program at the University of Virginia; her research interests include teacher education, gifted programming, and advanced coursework (AP, IB, dual enrollment) at the secondary level. Currently, she is the Academic Coordinator for the Saturday and Summer Enrichment Program (SEP) at UVA and a graduate research assistant for the Promoting PLACE in Rural Schools . She previously worked with the National Center for Research on Gifted Education, assisted students in UVa.'s online gifted endorsement series, taught courses/interned for SEP, and supervised/evaluated pre-service teachers. She taught both AP and dual enrollment courses in English prior to her enrollment at UVa.

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Carolyn M. Callahan

Commonwealth Professor
University of Virginia

Dr. Carolyn M. Callahan is currently Commonwealth Professor of Education at the University of Virginia. In addition to developing and overseeing the Master’s and Doctoral Programs in Gifted Education and teaching classes in gifted education, Dr. Callahan developed the Summer and Saturday Enrichment Programs at UVA, and she is currently one of the principal investigators on the projects of the National Center for Research on the Gifted and principal investigator on a Javits grant focusing onr rural gifted students. She has been recognized as Outstanding Professor of the Commonwealth of Virginia and Distinguished Scholar of the National Association for Gifted Children and has served as President of the National Association for Gifted Children and the Association for the Gifted, and as Editor of Gifted Child Quarterly. Dr. Callahan has published over 200 articles and 50 book chapters on the topics of evaluation of gifted programs, gifted females, curriculum, and the identification of gifted students. She is the co-editor of the recently published books, Fundamentals of Gifted Education: Considering Multiple Perspectives and Critical Issues in Gifted Education (Revised Edition).



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