Academies of Inquiry and Talent Development at the Middle and High School Levels1
This article summarizes research on various aspects of the Schoolwide Enrichment Triad Model and research on eight categorical components of the model carried out over the past 20 years will be presented. These components include: the effectiveness of the model, creative productivity, personal and social development, unhabits, and perhaps most important, love of learning and desire to continue to pursue creative productive work in the future.
A Model for Screening Twice-Exceptional Students (Gifted With Learning Disabilities) Within a Response to Intervention Paradigm
The purpose of this article is to present a model for screening for twice-exceptional status (i.e., gifted students who have a learning disability). Curriculum-based measures (Monitoring Instructional Responsiveness: Reading and Monitoring Instructional Responsiveness: Math) were administered to 1,242 third-grade students within a Response to Intervention paradigm. When gifted status is tentatively defined as high performance (i.e., 84th percentile and higher) on a Monitoring Instructional Responsiveness reading probe, 5.48% of students exhibited deficits in (math) performance consistent with a significant discrepancy between reading and math (i.e., reading score – math score); 4.83% exhibited a discrepancy in reading (i.e., math score – reading). These values are based on observed scores using the following formula to define a discrepancy: 1.5(SD) × SEe. Only 2.1% exhibited a math discrepancy and 1.13% a reading discrepancy based on predicted scores, which takes regression to the mean into account. Using various cut score criteria, practitioners can select from less than 1% to about 10% for screening purposes. When using predicted (rather than observed) scores and more stringent cut score criteria, percentages decline, as expected. Recommendations for using this process for screening are provided, as are implications for best practice, particularly the impact of using more or less conservative criteria for screening twice exceptional students.
Psychometricians’ Beliefs About Learning
The author contends that disputes within the measurement community about what constitutes legitimate test preparation and whether “teaching to the test” is good or bad for student learning can be explained by differences in measurement specialists beliefs about learning. Qualitative analysis of interview data from a nationally representative sample of 50 district testing directors revealed that approximately half of the measurement specialists operate from implicit learning theories that advocate, first, close alignment of tests with curriculum and, second, judicious teaching of tested content. Historical quotations are used to show that these beliefs, associated with criterion-referenced testing, derive from behaviorist learning theory, which requires sequential mastery of constituent skills and explicit testing of each learning step. The sequential, facts-before-thinking model of learning is contradicted, however, by a substantial body of evidence from cognitive psychology. Implicit beliefs should be made explicit because an understanding of learning theory assumptions is fundamental to evaluating evidence of testing effects and therfore to framing validity investigations.