Using three leveled surveys of school district personnel (elementary, middle, and high school), we collected data on the current status of practices and procedures in gifted education across the nation. Results from 1,566 respondents in separate school districts to questions relating to administration (staffing), identification of gifted students, curriculum and instruction, program delivery models, financing, program evaluation, teacher qualification requirements, and professional development document a national picture of current practice. In addition, we structured data collection procedures to assess the degree to which the NAGC Pre-K-Grade 12 Gifted Education Programming Standards are used to guide programming. The resulting picture of current practices was often a mirror of practices from 20 or more years ago, suggesting a need for a national dialogue focused on reshaping gifted education for the 21st century. Keywords gifted education, policy and practice, gifted education programming at local education agencies The productive evolution of a field in education across the arenas of policy, research, and practice relies on a clear understanding of the current status of that field. Within gifted education, the status of the field is regularly described in part by the biennial State of the States in Gifted Education Reports based on a survey of state-level administrators
Background Numerous instruments are designed to measure digital literacy among the general population. However, few studies have assessed the use and appropriateness of these measurements for older populations. Objective This systematic review aims to identify and critically appraise studies assessing digital literacy among older adults and to evaluate how digital literacy instruments used in existing studies address the elements of age-appropriate digital literacy using the European Commission’s Digital Competence (DigComp) Framework. Methods Electronic databases were searched for studies using validated instruments to assess digital literacy among older adults. The quality of all included studies was evaluated using the Crowe Critical Appraisal Tool (CCAT). Instruments were assessed according to their ability to incorporate the competence areas of digital literacy as defined by the DigComp Framework: (1) information and data literacy, (2) communication and collaboration, (3) digital content creation, (4) safety, and (5) problem-solving ability, or attitudes toward information and communication technology use. Results Searches yielded 1561 studies, of which 27 studies (17 cross-sectional, 2 before and after, 2 randomized controlled trials, 1 longitudinal, and 1 mixed methods) were included in the final analysis. Studies were conducted in the United States (18/27), Germany (3/27), China (1/27), Italy (1/27), Sweden (1/27), Canada (1/27), Iran (1/27), and Bangladesh (1/27). Studies mostly defined older adults as aged ≥50 years (10/27) or ≥60 years (8/27). Overall, the eHealth Literacy Scale (eHEALS) was the most frequently used instrument measuring digital literacy among older adults (16/27, 59%). Scores on the CCAT ranged from 34 (34/40, 85%) to 40 (40/40, 100%). Most instruments measured 1 or 2 of the DigComp Framework’s elements, but the Mobile Device Proficiency Questionnaire (MDPQ) measured all 5 elements, including “digital content creation” and “safety.” Conclusions The current digital literacy assessment instruments targeting older adults have both strengths and weaknesses, relative to their study design, administration method, and ease of use. Certain instrument modalities like the MDPQ are more generalizable and inclusive and thus, favorable for measuring the digital literacy of older adults. More studies focusing on the suitability of such instruments for older populations are warranted, especially for areas like “digital content creation” and “safety” that currently lack assessment. Evidence-based discussions regarding the implications of digitalization for the treatment of older adults and how health care professionals may benefit from this phenomenon are encouraged.
This study used sequential mixed-methods analyses to investigate the effectiveness of a research-based language arts curriculum for gifted third graders. Using analytic induction, researchers found that teachers’ beliefs and expectations (time, sense of autonomy, expectations for students, professional expertise) influenced the degree to which they implemented the research intervention with fidelity to its design. Next, maximum variation sampling and quantitative analysis of student outcomes determined that postassessment achievement test scores are higher for students in classrooms with teachers who show high fidelity or adherence to the intervention.
Collectively, our data identify the canonical Wnt signaling pathway as an important modulator of ECM expression in the TM and provide a mechanistic framework for its regulation of outflow facility and IOP.
The heart of effective programming for gifted students lies in the integration of advanced curricula with effective instructional strategies to develop leaning activities that will enhance student learning outcomes. However, empirical evidence of the effectiveness of units based on such curricular and instructional interventions from large-scale experimental studies in multiple settings are limited. To document the effectiveness of units that integrated the principles from curricular and instructional models in the field of gifted education, two language arts units for gifted third graders were developed and tested in a randomized cluster design. Multilevel analyses of data collected . Her research interests include curriculum and instruction, student assessment, and program evaluation. AMY P. AZANO, PhD, is now an assistant professor, School of Education, Virginia Tech. Her research focuses on rural literacies, place-based pedagogy, and language arts instruction for special populations. EMILY P. HAILEY, PhD, is now an independent evaluator. Her research focuses on educational measurement and assessment.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.