Future Directions for Gifted and Creative Education
A special issue of Education Sciences (ISSN 2227-7102).
Deadline for manuscript submissions: 30 September 2024 | Viewed by 216
Special Issue Editor
Interests: gifted education; creativity; high-achieving students; access and equity to advanced learning opportunities; early childhood education; project-based learning
Special Issues, Collections and Topics in MDPI journals
Special Issue Information
Dear Colleagues,
The mantra for gifted education since the late 1970s has been to increase access to gifted education programs for students who have been traditionally left out, including what we now term BIPOC (Black, Indigenous, People of Color) students. Research supported by US Federal Funding through Javits grants has historically prioritized examining systems of identification that are more equitable, as well as professional learning and curriculum that would enhance instruction for high achievers from all populations. Yet, after more than 50 years, children who access gifted education are predominately White, middle to upper income, or Asian students across the United States. There is an obvious need to disrupt the status quo and design new anti-racist systems and paradigms to serve all populations of children who need advanced and/or accelerated curriculum and instruction.
In the Unconference Session at the 2023 AERA Convening, facilitators from the Research on Giftedness and Talent Special Interest Group asked participants to provide input on what is needed to disrupt current gifted education practices that result in segregated classrooms. Big ideas and questions permeated discussion:
- What if we disrupt the notions of being gifted or nongifted?
- What if we disrupt the thresholds of comparing children? (e.g., cut-off scores, top percentages, etc.)
- What if we change the focus from the identification of giftedness to identifying learning needs?
- What if assessment focused on learning needs?
- What if we redefine what a successful adult is?
The aim of this Special Issue is to welcome “out of the box” thinking and a variety of research methodologies that are more community-centered and practitioner-based. Articles that provide critical lenses, rich descriptions of program policies, teacher engagement, and research-practice partnerships that demonstrate ways of equitably serving the needs of advanced learners are highly encouraged.
Prof. Dr. Nancy B. Hertzog
Guest Editor
Manuscript Submission Information
Manuscripts should be submitted online at www.mdpi.com by registering and logging in to this website. Once you are registered, click here to go to the submission form. Manuscripts can be submitted until the deadline. All submissions that pass pre-check are peer-reviewed. Accepted papers will be published continuously in the journal (as soon as accepted) and will be listed together on the special issue website. Research articles, review articles as well as short communications are invited. For planned papers, a title and short abstract (about 100 words) can be sent to the Editorial Office for announcement on this website.
Submitted manuscripts should not have been published previously, nor be under consideration for publication elsewhere (except conference proceedings papers). All manuscripts are thoroughly refereed through a double-blind peer-review process. A guide for authors and other relevant information for submission of manuscripts is available on the Instructions for Authors page. Education Sciences is an international peer-reviewed open access monthly journal published by MDPI.
Please visit the Instructions for Authors page before submitting a manuscript. The Article Processing Charge (APC) for publication in this open access journal is 1800 CHF (Swiss Francs). Submitted papers should be well formatted and use good English. Authors may use MDPI's English editing service prior to publication or during author revisions.
Keywords
- equity
- gifted education
- anti-racist systems
- critical theoretical perspectives
- research- practice partnerships
- educational reform
- cultural sustaining pedagogies
