The history of the evolution of gifted identification procedures in Georgia

Williams (2001) studied the history of the evolution of gifted identification procedures in Georgia. Gifted education has come a long way in the development and acceptance of broader definitions of giftedness and more inclusive identification procedures. Educators have recognized that restrictive requirements which rely unilaterally on 10 scores fail to identify many gifted students; they have worked to change traditional notions of giftedness. This research focuses on the history of the evolution of multiple criteria procedures for gifted identification in Georgia from 1958 to 1997; it chronicles the events and personalities which brought about changes mandating that students be evaluated for gifted program admission on the basis of aptitude, achievement, motivation, and creativity. This research also parallels the development of Georgia rules mandating the use of multiple criteria with the nation-wide trend toward more inclusive procedures. It includes a discussion of research-based "best practices" for gifted identification and a comprehensive history of gifted education since the time of Thomas Jefferson.

Williams, Eulouise Etheridge Hamill. (2001). The history of the evolution of gifted identification procedures in Georgia. Dissertation Abstracts International Section A: Humanities and Social Sciences. Vol 61 (8-A)