Literature Review - Annotated Bibliography Example

Literature Review Literature Review McCoach, D. B. & Siegle, D. (in press). Factors differentiating underachieving gifted from high achieving gifted students. Gifted Child Quarterly. According to this study, it purposed to determine why many talented and gifted students fail to realize the potential. For a number of years, the underachievement of gifted and talented students has remained a daunting trouble amongst educators and parents. The study noted that student who demonstrates significance academic potential flop to perform at a level commensurate with their abilities. The authors uncovered that such underachievement are contributed to by the lack of self-regulation skills, self-efficacy, and goal orientations amongst the gifted students. In addition, the study further revealed that underachievement may result from either hidden or evident disabilities. Moreover, underachievement was only found to instigate as a response to inappropriate educational conditions. Reis, S., & McCoach, D. B. (2000). The underachievement of gifted students: What do we know and where do we go? Gifted Child Quarterly, 44(3), 152–179. The authors to determine the effects of a single cut-off score on gifted and talented students as benchmarks for ascertaining potentiality. The study concluded that it was an ineffective method to employ cut off score on particular test since it was never appealing as the best mechanism to underscore student’s potential. The advocated a multiple criteria rather than a cut-off score that seemed to be much outstanding and practical in determining the student’s potential Ford, D. Y., & Thomas, A. (1997). Underachievement among gifted minority students: Problems and promises. Reston, VA: ERIC Clearinghouse on Disabilities and Gifted Education. (ERIC Document Reproduction Service No. ED409660). The authors conducted research to determine the causes of underachievement amongst the gifted student. The authors concluded that the failure by the educators to reflect on the ongoing efforts to recognize underachievement occurring at various points as well as in different forms accounts for escalated number of underachievers. They unearth such form as situational, chronic or temporary in gifted students. Donovan, M. S., & Cross, C. T. (Eds.). (2002). Minority students in special and gifted education. Washington, DC: National Academy Press. The authors conducted a study to showcase the importance of early screening and early identification of problems in gifted and talented students. They affirmed that frequently such strategies prevent underachievement trough ensuring that the needs of the students are proactively met at early stages. They advocated screening to begin as early as kindergarten amongst the gifted students. Ford, D. Y., & Harmon, D. A. (2001). Equity and Excellence: Providing access to gifted education for culturally diverse students. Journal of Secondary Gifted Education, 12(3), 141–148. According to the article, the authors were determined to counteract the biasedness in referrals and come up with well-informed referrals. The article identified teacher’s referrals as the chief point of entry for students into the gifted identification procedure. The study concluded that culturally and linguistically diverse students are never referred for gifted identification to the same degree as other students. Teacher’s referrals indicated that teachers’ culturally and linguistically diverse students due to a range of factors such as bias against certain culturally and linguistically diverse groups. In addition, lower expectation of achievement for gifted students from low-income background, failure to consider the impacts that unprivileged life conditions might have on student’s attitudes and behavior towards school culminate into biasedness in referrals. Finally, the unfamiliarity with the unique features of giftedness manifesting in various cultural and linguistic cohorts also accounts for the biasedness in referral. In addition, teachers from culturally and linguistic diverse background tend to act on the assumption that culminates in skewed referrals. Brody, L. E., & Mills, C. J. (1997). Gifted children with learning disabilities: A review of the issues. Journal of Learning Disabilities, 30(3), 282–286. According to the article, the authors were determined to showcase the significance of dual diagnosis based on twice exceptional students. The twice exceptional students refer to those who are gifted on one hand and identified with a disability, on the contrary. The authors emphasized on such disabilities as learning disabilities, attention deficit disorder and hearing impairment as the chief contributors towards academic underachievement in Gifted and Talented Students. The article further emphasized the fact that students with a disability are at risks for underachievement in case of inadequate services and supports to help them. Screening and identification effort are required to recognize such students to address their needs. In addition, school stakeholders need to screen underachievement in gifted students for a vast variety of mental, emotional and physical problems prior to the respective interventions. Colangelo, N., Kerr, B., Christensen, P., & Maxey, J. (1993). A comparison of gifted underachievers and gifted high achievers. Gifted Child Quarterly, 37(4), 155–160. According to this article, the study was focused on determining the impact of extracurricular activities to underachievement amongst the gifted and talented special needs students. The study uncovered that special needs student that were associated with extracurricular activities performed adequately. Therefore, offering sufficient extracurricular activities incorporating opportunities to indulge in meaning work like community service prevent dropping out amongst the gifted and talented students. Therefore, they advocated extracurricular activities amongst the gifted and talented students as an effective counteractive measure to underachievement. Emerick, L. J. (1992). Academic underachievement among the gifted: Students’ perceptions of factors that reverse the pattern. Gifted Child Quarterly, 36(3), 140–146. The purpose of this study was to determine the impacts of home-school partnerships on the performance of gifted and talented students. The study unearthed that family outreach programs can curb and restore student’s achievement. In addition, home-school partnerships, where giftedness is deliberated, can assist parents advocate their children or help their children in addressing the peer pressure. Therefore, the study uncovered home-school partnership as a chief strategy to help reverse the underachievement amongst the gifted and talented students. Tomlinson, C. A., Callahan, C. M., & Lelli, K. M. (1997). Changing expectations: Case studies of high-potential, culturally diverse young children. Gifted Child Quarterly, 41(2), 5–17. The purpose of this study was to determine the effects of mentoring on the performance of gifted and talented students. The study concluded that gifted students who demonstrate reversed pattern of underachievement attaches such attributes and efforts to their adults in assisting them. Mentors are key in helping the gifted students accomplish their potentials by assisting the talented students refine their interest and evaluate their respective career goals. Merging culturally and linguistically diverse professional is also an effective approach to positive achievement amongst the gifted students through pairing such professionals. Kitano, M. K., & Lewis, R. B. (2007). Examining the relationships between reading achievement and tutoring duration and content for gifted culturally and linguistically diverse students from low-income backgrounds. Journal of the Education of the Gifted, 30(3), 295–325. The purpose of this study was to determine the impacts of tutoring students in targeted literacy skills. The study found that tutoring in literacy skills contributes to reading achievement for Gifted English Language Students. In addition, the study revealed that tutoring accompanied by explicit training in the development of better work habits as well as metacognitive skills of monitoring, planning and evaluating progress are essential steps in Underachievement reversal. Landrum, M. S., & Shaklee, B. (Eds.). (2000).Pre-K–grade 12 gifted program standards [Brochure]. Washington, DC: National Association for Gifted Children. Retrieved July 31, 2008. The purpose of the study was to investigate the effects of counseling on the reversal of Underachievement in Gifted Students. The study noted that by employing counselors who are already demonstrated unquestionable understanding of the drivers to gifted underachievement like, poor intrinsic motivation, low parental expectation, low teacher expectation, poor general health, and poor teacher relationships culminate to increased potential realization amongst the gifted students. In addition, the authors also uncovered that counselors are critical to assisting gifted students deal with issues circumventing peer issues like being ridiculed due to being gifted and deciding to underachieve to remain at same levels with peers. Begoray, D., & Slovinsky, K. (1997). Pearls in shells: Preparing teachers to accommodate gifted low-income populations. Roeper Review, 20 (1), 45–50. This study has focused on the identification of the unique features of gifted students and subsequently isolating causal agents and collapsing on creating reversal interventions to curb the trends in Underachievement amongst gifted students. The study revealed that an inevitable connection between poverty and underachievement. Linguistically and culturally diverse students who dwell in poverty are probably to experience underachievers due to inadequate opportunity rather than lack of intelligence. Despite the difficulties in schools to undo the adverse effects of students’ circumstances and environments, there is room to develop mechanisms and interventions supporting achievements. Read More