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Annotated Bibliography

Makel, Matthew C. “Student and Parent Attitudes before and after the Gifted Identification

Process”. Journal for the Education of the Gifted. vol. 33, no. 1, p126-143 2009,

jeg.sagepub.com.sinclair.ohionet.org/content/by/year. Accessed 3 March, 2019.

In Matthew C. Makel’s article “Student and Parent Attitudes before and after the Gifted

Identification Process” published in the Journal for the Education of the Gifted in 2009,

he focuses on the effects on the children and parents due to labeling children as gifted or

nongifted. While many studies focus on how these programs affect those involved, this

study includes many different aspects. It incorporates how those who are told they are

gifted will typically cause them to care more about education which will propel them

further but those who are told they are not gifted early on will have a more negative

relationship with education and schooling. This article goes over the process of how

children and their families were chosen for this project and what sorts of questions the

students were asked. The questions cover topics such as their thoughts on gifted

education, general education, their relationship with their parents and schooling, and their

relationship with their parents socially. The writer’s purpose is to explore the impacts

gifted programs have on those directly and indirectly affected. This includes social,

emotional, and cognitive factors and is much deeper than many may realize. The

audience could perhaps be those looking into gifted programs for themselves or those

looking into it for their children. The author has a PhD from Duke University and is in a

Talent Identification Program. The source was found on a database and was published by

Duke University. I will use this to further prove how the mere title and label of a gifted
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program has great effects on the students in and around it and it should be more carefully

monitored and handled.

Mammadov, Sakhavat. “Current Policies and Policy Efforts for the Education of Gifted Children

in Turkey”. Roeper Review. vol. 37, no. 3, p139-149 2015, Accessed 3 March, 2019.

In the article written by Sakhavat Mammadov, titled “Current Policies and Policy Efforts

for the Education of Gifted Children in Turkey”, appearing in Roeper Review in 2015,

the main idea is that while there is much policy that goes into the gifted programs of

Turkey, there has yet to be an identified prefect system. There is no exact description for

a gifted child and they have not found a successful testing method to label the children as

gifted or not. While gifted education is not a major interest to the government of Turkey,

the same strategies used for governmental policy apply to the planning for these

programs. The purpose for this article is to explain the history of gifted education in

Turkey as well as the process for how it gets implemented. It includes flaws in the system

and offers suggestions on how to better the process. It is generally just an informational

text on the topic itself with the opinion that while this CAN be a positive thing for those

involved, there is always room for improvement and it can be reached through greater

effort and policy from more than just those directly affected. The audience seems to be

those higher up in the system in an attempt to get them to realize the importance of their

support pertaining to these programs. Since this piece was written about Turkey’s

policies, they stated that not all nations have the same policies for gifted education but

there typically similarities. The context is important because this provides a foreign

viewpoint in relation to the US. The author of this piece is very reliable considering he is

a PhD candidate in Educational Policy and has an immense background dealing with
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education. The source is reliable considering it was obtained from a data base as a

scholarly article. The source itself, the Roeper Review, is an academic source for

publications based around gifted education and general education. This source will be

good to use for a source explaining the need for improvement in gifted programs in

relation to policy creators and those implementing them into schools. It complements the

idea that in order to continue gifted programs in a way that will positively affect the

students involved, there are dire improvements that need to be made. This article is also

good to use for the general information over the process by which students are chosen.