OAE Gifted Education (053) flashcards

32 cards. Read the term and the definition here. The deck at the top of this page is optional.

Javits Act definition

Federal definition naming giftedness in intellectual, creative, artistic, or leadership capacity or specific academic fields, requiring evidence of high performance; it guides funding but does not mandate identification nationally.

Three-Ring Conception

Renzulli's model holding that gifted behavior results from the interaction of three traits: above-average ability, task commitment, and creativity.

Differentiated Model of Giftedness

Gagné's model in which natural aptitudes (gifts) develop into demonstrated talents through learning, practice, and intrapersonal, environmental, and chance catalysts.

Triarchic theory

Sternberg's framework distinguishing analytical, creative, and practical intelligence, implying that identification based only on analytical tests misses creative and practical giftedness.

Multiple intelligences

Gardner's set of relatively independent intelligences, including linguistic, logical-mathematical, spatial, musical, bodily-kinesthetic, interpersonal, intrapersonal, and naturalistic; a programming framework, not a validated identification tool.

Above-level testing

Administering an out-of-level instrument, such as the SAT to a middle schooler, so ceiling effects do not hide high ability.

Universal screening

Screening all students with a common measure rather than relying on teacher referral, which increases identification of low-income, minority, and English-learner students.

Twice-exceptional

A student who is both gifted and has a disability; either condition can mask the other, so identification requires assessing ability and disability separately.

Local norms

Comparing a student's score to peers in the same school or district rather than national norms, which can surface talent suppressed by opportunity gaps.

Nonverbal ability test

An instrument using figures, patterns, or matrices rather than language, reducing cultural and linguistic loading when identifying English learners.

IQ standard score scale

A scale with mean 100 and standard deviation 15; 130 equals two standard deviations above the mean and about the 98th percentile.

Percentile rank

The percentage of the norm group scoring at or below a given score; it is not the percentage of items answered correctly.

Standard error of measurement

An index of score instability that defines a confidence band around an obtained score, showing why a single cut score is imprecise.

Curriculum compacting

Pre-assessing mastery, then streamlining or eliminating already-mastered content and substituting enrichment or acceleration in its place.

Acceleration

Matching instruction to readiness by moving faster or earlier, through early entrance, grade skipping, subject acceleration, AP, or dual enrollment.

Cluster grouping

Placing a small group of gifted students together with a teacher trained in differentiation, within an otherwise heterogeneous class.

Depth and Complexity icons

Webb's prompts-language of the discipline, details, patterns, trends, rules, ethics, big ideas, unanswered questions-that add rigor to grade-level content.

Bloom's revised taxonomy

The ordered cognitive processes remember, understand, apply, analyze, evaluate, and create; gifted tasks target the upper levels.

Asynchronous development

Uneven growth in which advanced cognition coexists with age-typical emotional or social maturity, producing mismatches between reasoning and regulation.

Overexcitabilities

Dabrowski's heightened sensitivities-psychomotor, sensual, intellectual, imaginational, emotional-describing intensities sometimes seen in gifted individuals; not a clinical diagnosis.

Maladaptive perfectionism

Setting unattainably high standards and responding to shortfalls with procrastination, avoidance, or self-criticism, impairing performance and well-being.

Underachievement

A discrepancy between a student's measured ability and actual academic performance, often linked to boredom, peer pressure, or an unidentified disability.

Ability grouping

Organizing students by demonstrated performance for instruction; achievement benefits appear mainly when grouping is paired with differentiated curriculum.

Pull-out model

Periodic removal from the regular classroom for enrichment or specialized instruction; it supplements rather than replaces daily differentiation.

Section 504

A federal antidiscrimination law requiring accommodations for students whose disability substantially limits a major life activity, including twice-exceptional gifted students.

FERPA

Federal law protecting confidentiality of student education records, including identification test results and gifted-program documentation.

Equity audit

A review of referral, screening, and placement rates by subgroup to detect disproportionality and evaluate corrective measures such as universal screening.

Terman longitudinal study

A long-term study of high-IQ children beginning in 1921 that found the group generally healthy and well-adjusted, contradicting stereotypes of fragility.

SMPY

The Study of Mathematically Precocious Youth, which pioneered above-level testing to identify mathematically talented adolescents.

Affective curriculum

Planned instruction addressing identity, stress, perfectionism, and career development, recognized as a core component of comprehensive gifted programming.

Growth-mindset feedback

Praising strategy and effort rather than fixed ability, reducing the fear of challenge that can drive gifted underachievement.

Program evaluation

Judging a gifted program using achievement growth, subgroup participation rates, and stakeholder feedback rather than identification counts alone.