May 9, 2019
Today it’s a great pleasure to have Dr. Scott Peters on the
podcast. Dr. Peters is an associate professor of educational
foundations and the Richard and Veronica Teller Endowed Faculty
Fellow of Education at the University of Wisconsin-Whitewater where
he teaches courses on measurement and assessment, research
methodology, and gifted education. His research focuses on
educational assessment, gifted and talented student identification,
disproportionality within K-12 education, and educational policy.
He is the first author of Beyond
Gifted Education: Designing and Implementing Advanced Academic
Programs and the co-author (along with Jonathan Plucker)
Gaps in Education: Expanding Opportunities for Talented
Students, published by Harvard Education Press.
In this episode we discuss:
- Advocates vs. scientists in the field of gifted education
- Does teacher training in gifted education have any effect on
self-reported teaching in the classroom?
- How the desire for good advocacy in gifted education can bias
- The real need to advocate for kids who aren’t being challenged
in the regular classroom
- The absurdity of teaching children based solely on how old they
- Is there room at the table for all different perspectives in
the gifted education field?
- The problem with the “gifted” label
- How can you balance excellence with equity?
- How to close the “excellence gap” in gifted education
- What domains should be included in gifted education?
- The importance of “frontloading” opportunities in school
- Acceleration vs. enrichment
- What happens when addressing underrepresentation is the main
goal of gifted education?
- The value of using local norms for gifted student
- Is complete excellence gap reduction a reasonable goal of
- Scott’s plan for addressing excellent gaps in gifted