"Recent" Articles on Gifted Program Evaluation
Gifted Program Evaluation
Avery, L., and VanTassel-Baska J. (2001) Investigating the impact of gifted education evaluation at state and local levels: Problems with traction. Journal for the Education of the Gifted 25: 153-176
Avery, L, VanTassel-Baska, J., and O'Neill, B (1997). Making evaluation work: One school district's model. Gifted Child Quarterly 41: 28-37.
Baker, E.L. and Schacter, J. (1996): Expert Benchmarks for Student Academic Performance: the Case for Gifted Children . Gifted Child Quarterly, 40, no. 2 61-65
Beggs, D; Moon J., and Barton J. (1989) "Evaluating Gifted Programs" Roeper Review 12 (2) 73-76
Bohn, Darla-Gail Gifted Program Evaluation in Progress NRCG/T Newsletter, fall 2000
Callahan, Carolyn M.; Tomlinson, Carol A.; Hunsaker, Scott L.; Bland, Lori C.; Moon, Tonya (September 1995)
Instruments and Evaluation Designs Used in Gifted Programs.
National Research Center on the Gifted and Talented, Storrs, CT.(BBB29762); Virginia Univ., Charlottesville.(YUB92100)
Callahan, C. M. (1991). Callahan investigates instruments in gifted education. In
D. E. Burns (Ed.), The Confratute Times. Storrs, CT: University of Connecticut.
Describes the development of the instrument repository for the NRC/GT.
Callahan, C. M. (1992). Determining the effectiveness of educational services:
Assessment issues. Challenges in gifted education: Developing potential and investing
in knowledge for the 21st century (p. 109-114). Columbus, OH: Ohio Department of
Education. (ERIC Document Reproduction Service No. ED 344 416)
Callahan, C. M. (1992). Evaluating programs for the gifted. Update on Gifted
Education: Administrative Issues, 1(4), 45-46.
The National Research Center on the Gifted and Talented at the University of
Callahan, C. M. (1993). Development of the scale for the evaluation of gifted
identification instruments (SEGII). Gifted Child Quarterly, 37(3), 133-140.
Callahan, C. M. (1993). Evaluation programs and procedures for gifted education:
International problems and solutions. In K. A. Heller, F. J. Monks, & A. H. Passow (Eds.),
International handbook for research on gifted and talented (pp. 605-618). Oxford:
Callahan, C. M. (1995). Evaluating instructional outcomes for gifted students. In
J. L. Genshaft, M. Bireley, & C. L. Hollinger (Eds.), Serving gifted and talented students
(pp. 83-99). Austin, TX: Pro-Ed.
Callahan, C. M., & Caldwell, M. S. (1993). Establishment of a national data bank
on identification and evaluation instruments. Journal for the Education of the Gifted, 16(2),
Callahan, C. M., & Hunsaker, S. L. (1990, November). An investigation of
identification instruments and evaluation designs. Communicator: The Journal of the
California Association for the Gifted, 20(5), 27.
Callahan, C. M., & Hunsaker, S. L. (1992). To accelerate or not to accelerate:
Evaluation gives the answer. Gifted Child Today, 15(2), 50-56.
Carter, K. (1992). A model for evaluating programs for the gifted under non-experimental conditions. Journal for the Education of the Gifted, 15 no. 3, 266-283
Center for Talented Youth:
Recommendations for Gifted and Talented Education in Maryland
Renewing our Commitment to the Education of Gifted and Talented Students: An Essential Component of Educational Reform (1994)
Maryland Task Force on Gifted and Talented Education
Delcourt, Marcia A. B.; Evans, Karen
Qualitative Extension of the Learning Outcomes Study. Research Monograph 94110.
National Research Center on the Gifted and Talented, Storrs, CT., Nov 1994 235p.;
Doina, Richard D., Jr.(Sep-Oct 1997)
Evaluating Programs for Gifted Students: Meeting the Challenge.
Gifted Child Today Magazine, 20 n5 38-40
Farrell, B.G. (1992): Lesson plan analysis as a program evaluation tool. Gifted Child Quarterly 36: 23-26.
Feng, X.A., (2001) Technical Report on inter-rater reliability of the classroom observation scale. (Williamsburg, VA: Center for Gifted Education, College of William and Mary).
Fetterman, D. M. (1993). Evaluate yourself (RBDM 9304). Storrs, CT:
University of Connecticut, The National Research Center on the Gifted and Talented.
Figueredo, Aurelio Jose & Sechrest, Leet; (1993) Program Evaluation
Annual Review of Psychology, . 44,
Frasier, M. M., García, J. H., & Passow, A. H. (1995). A review of assessment
issues in gifted education and their implications for identifying gifted minority students
(RM 95204). Storrs, CT: University of Connecticut, The National Research Center on the
Gifted and Talented.
Gallaher, J.J. (1998) Accountability for Gifted Students Phi Delta Kappan 79: 739-742
Gubbins, E. J., & Renzulli, J. S. (1996). Evaluating gifted and talented programs:
Diving into a quagmire, treading water, or executing the high dive . . . temporarily. In. G. C.
Brannigan (Ed.), The enlightened educator (pp. 242-260). New York: McGraw-Hill.
Gubbins, E. Jean,(1998) : NRC/GT's Suggestions: Evaluating Your Programs and Services.
National Research Center on the Gifted and Talented, Storrs, CT.(BBB29762)
Hertzog, Nancy B.; Fowler, Susan A (Feb-Mar 1999)
Perspectives: Evaluating an Early Childhood Gifted Education Program.
Roeper Review, 21 no. 3, 222-27
House, Ernest R.; Lapan, Stephen (Sum 1994) Evaluation of Programs for Disadvantaged Gifted Students.
Journal for the Education of the Gifted, 17 no. 4, 441-66
Hunsaker, Scott L (Dec 2000) Documenting Gifted Program Results for Key Decision-Makers. Roeper Review, 23 no. 2, 80-82
Hunsaker, S. L. (1994). Adjustment to traditional procedures for identifying underserved
students: Successes and failures. Exceptional Children, 61(1), 72-76.
Hunsaker, S. L., & Callahan, C. M. (1993). Evaluation of gifted programs:
Current practices. Journal for the Education of the Gifted, 16(2), 190-200.
Johnsen, S. K.
(2000, Fall) What the Research Says about Accountability and Program Evaluation"
Miller, A.B. (1991) Evaluating gifted programs; the state of the art. Gifted Education International 7: 133-139.
National Association for Gifted Children (NAGC) Program Evaluation Standards
Passow, A. Harry; Rudnitski, Rose A.(Oct 1993), State Policies Regarding Education of the Gifted as Reflected in Legislation and Regulation. Collaborative Research Study CRS93302.
National Research Center on the Gifted and Talented, Storrs, CT.
Reis, S. M., & Westberg, K. L. (1994). The impact of staff development on teachers' ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127-135.
Robinson, A., Cotabish, A., O’Tuel, F. & Wood, B. (2005, April). Developing a statewide evaluation initiative in gifted education. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Montreal, Quebec.
Ross-Fisher, Roberta L., (Jan-Feb 1996) Creating an Evaluation Plan That's Right for Your Program: Monitoring to Ensure Needs of Gifted Students Are Met.Gifted Child Today Magazine, 19 no. 1, 32-33,49
Silky, W. and REading, J. (1992) "REDSIL: A fourth generation evaluation model for gifted education programs. Roeper Reveiw, 15: 67-69.
Southern, W.T. (1992) Lead us not into Temptation: Issues in evaluating the effectiveness of gifted porgrams. In Challenges in gifted education: Develop0ing potential and investing in knowledge for the 21st. century (Columbus, OH) pp. 103-108.
Subotnik, Rena, Soller, Janet and Hood, Sarah, "The Hunter School Evaluation Experience: a Special School's Journey"
Tomlinson, C. A., Bland, L. C., & Moon, T. R. (1993). Evaluation utilization: A review of the literature with implications for gifted education. Journal for the Education of the Gifted, 16(2), 171-189.
Tomlinson, C. A., Bland, L. C., Moon, T. S., & Callahan, C. M. (1994). Case
studies of evaluation utilization in gifted education. Evaluation Practice, 15, 153-168.
Tomlinson, Carol, Bland, Lori (Winter 1994) Evaluation Utilization Studies, NRCG/T Newsletter,
Tomlinson, C. A., & Callahan, C. M. (1994). Planning effective evaluations for
programs for the gifted. Roeper Review, 17(1), 46-51.
VanTassel-Baska, Joyce; Leonhard, Paul; Glenn, Cathy B.; Poland, Donna; Brown, Elissa; Johnson, Dana (1999)
Title: Curriculum Review as a Catalyst for Gifted Education Reform at the Secondary Level.
Journal of Secondary Gifted Education, 10 no. 4, 173-83
VanTassel-Baska (2006) "A Content Analysis of Evaluation Findings Across 20 Gifted Porgrams: A Clarion Call for Enhanced Gifted Program Development" Gifted Child Quarterly 50, no. 3 (Summer 2006), 199-216
VasnTassel-Baska, J. and Avery, L (1997) Perspectives on evaluation: Local considerations. Research /Briefs, 11: 118-128.
Books just on Evaluating Gifted Programs since 1990:
Nina Buchanan, John Feldhusen (Editor)
Conducting Research and Evaluation in Gifted Education: A Handbook of Methods and Application
Teachers College Pr (1991)
Callahan, C. and Caldwell, M.S. A Pracitioner's Guide to Evaluating prormas for the Gifted (Washington D.C.: NAGC).
Callahan, Carolyn: Instruments and Evaluation Designs used in Gifted Programs (2000)
Annie Feng and Joyce VanTassel-Baska: Designing and Utilizing Evaluation for Gifted Program Development (2004)
C. Callahan and S. Reis, Program Evaluation in Gifted Education. (2004)
VanTassel-Baska, J. Avery, L, Struck, J., Feng, A., Bracken, B., Brummond, D., et al (2003). The William and Mary Classroom Observation Scales--Revised (college of William and Mary, Center for Gifted Education).
Other books concerning education program evaluation
Aikin, Marvin: Evaluation Roots: tracing Theorists' Views and Influences
David A. Payne, Mary Jo McGee-Brown
Designing Educational Project and Program Evaluations: A Practical Overview Based on Research and Experience (1994).
House, Ernest, Professional Evaluation: Social Impact and Political Consequences (1993)
House, Ernest, Values in Evaluation and Social REsearch (1999)
Patton, M. Q.: Qualitative Research and Evaluation Methods (3rd. ed. 2002)
Kellaghan and Stufflebeam (eds), International Handbook of Educational Evaluation (2003)
An entire journal on evaluation:
EVALUATION AND PROGRAM PLANNING
An International Journal
Jonathan A. Morell
See editorial board for all editors information
Purpose and Intent of the Journal
Evaluation and Program Planning is based on the principle that the techniques and methods of evaluation and planning transcend the boundaries of specific fields and that relevant contributions to these areas come from people representing many different positions, intellectual traditions, and interests. In order to further the development of evaluation and planning, we publish articles from the private and public sectors in a wide range of areas: organizational development and behavior, training, planning, human resource development, health and mental, social services, mental retardation, corrections, substance abuse, and education. The primary goals of the journal are to assist evaluators and planners to improve the practice of their professions, to develop their skills and to improve their knowledge base.
Some evaluation websites:
The Joint Committee on Standards for Educational Evaluation http://www.wmich.edu/evalctr/jc/
The American Educational Research Association
American Evaluation Association http://www.eval.org/
--and see their list of evaluation resources: http://www.eval.org/Resources/Collections.asp
Assessment and Evaluation on the Internet http://ericae.net/nintbod.htm
CRESST Home Page (Center for Research on Evaluation, Standards, and Student Testing) http://www.cse.ucla.edu/
ERIC Clearinghouse on Assessment and Evaluation (ERICAE)
The Evaluation Center at Western Michigan University http://www.wmich.edu/evalctr/
Online Evaluation Resource Library [OERL] http://oerl.sri.com/
Resources for Methods in Evaluation and Social Research http://gsociology.icaap.org/methods/
UNICEF Research and Evaluation http://www.unicef.org/evaluation/index_evaluation.html
UK Evaluation Society http://www.evaluation.org.uk/
Evaluation Training Programs:
AERA/NSF Evaluation Training Program (ETP) Fellowships
Department of Educational Measurement, Statistics, and Evaluation University of Maryland
The Evaluators' Institute, AEA endorsed (1997). Courses for evaluators.