Meeting the Needs of Gifted and Talented Students

Swan, Bonnie; Coulombe-Quach, Xuan-Lise; Huang, Angela; Godek, Jaime; Becker, Deborah; Yan, Zhou

doi:10.1177/1932202x15603366

Cited by 16 publications

(5 citation statements)

References 22 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Online education has been studied for decades although most of the literature is focused on higher education than on K-12. Within the literature on K-12 online learning, a subset of studies have focused on online education for K-12 students identified as gifted (Adams & Cross, 1999; Olszewski-Kubilius & Lee, 2004; Periathiruvadi & Rinn, 2012; Potts, 2019; Ronksley-Pavia & Neumann, 2022; Swan et al, 2015, Thomson, 2010; Wallace, 2009). This research has demonstrated numerous benefits to online instruction for gifted and advanced learners.…”

Section: Literature Reviewmentioning

confidence: 99%

Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

McCormick,

Guilbault

2023

Journal of Advanced Academics

View full text Add to dashboard Cite

During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

McCormick,

Guilbault

2023

Journal of Advanced Academics

View full text Add to dashboard Cite

show abstract

“…Previous studies have shown that differentiated instruction can improve student achievement and engagement. (Lynch & Pierannunzi, 2019). However, little is known about teachers' and students' perceptions and experiences toward implementing differentiated instruction for diverse learners.…”

Section: The Lived Experiences Of Teachers Using Differentiated Instr...mentioning

confidence: 99%

Differentiated Instruction Practices: A Disclosure of Receiving Teachers

E. Cagape, EdD, PhD,

S. Batao, MAEd,

F. Atillo, MAEd

et al. 2023

IJRP

View full text Add to dashboard Cite

This phenomenological study aimed to explore the lived experiences and insights of receiving teachers in Davao City regarding their implementation of differentiated instruction practices for diverse learners. The study aimed to shed light on the specific teaching strategies or teaching practices and approaches to learning employed by receiving teachers and understand how these practices contributed to meeting students' individual needs and promoting their academic success. The participants of this study were composed of 5 teachers in public elementary schools using a qualitative research design. Data was collected through in-depth interviews with a purposive sample of receiving teachers with experience implementing differentiated instruction. The interviews sought to elicit detailed descriptions of the teachers' experiences in teaching and learning, challenges faced, coping mechanisms employed, and the overall impact on their teaching practices and classroom dynamics. Thematic analysis was used to identify recurring themes and patterns in the data. The findings revealed valuable insights gained by the receiving teachers through their implementation of differentiated instruction. Teachers who use flashcards, think-pair-share, and scaffolding were reported to have an increased understanding of student needs, enhanced instructional strategies, and improved student engagement. The challenges faced by teachers included time constraints, varying student readiness levels, and the need for ongoing professional development. However, these challenges were overcome through adaptive coping mechanisms, such as flexibility and adaptation of teachers, professional development, and building relationships and connections with students. This study also highlights teachers' insights on the importance of using differentiated instruction in promoting inclusive education and meeting the diverse learning needs of students by promoting learners' engagement, addressing individual differences, and promoting student resilience. The findings provide practical implications for educators, school administrators, and policymakers, emphasizing the need for ongoing professional development, collaborative structures, and supportive environments to implement differentiated instruction effectively. Further research is recommended to explore the perspectives of students and parents to gain a comprehensive understanding of the impact of differentiated instruction on all stakeholders involved in the educational process.

show abstract

“…Online courses offer a solution to the limited offerings in rural schools. Blended online learning environments provide accelerated learning through individualized educational plans, where gifted learners excel (Swan et al, 2015).…”

Section: Rural Gifted Student Perceptionsmentioning

confidence: 99%

Reflections on Rural Gifted Education in Texas

Lewis

Boswell²

2020

tpre

View full text Add to dashboard Cite

Rural gifted education historically has struggled with its own identity. Limited research exists on rural gifted programming, effective ways to implement gifted pedagogy and curriculum, and how to maximize limited time, resources, and funding. Rural communities are complex, dynamic entities, full of nuances and guided by a sense of place and rural culture. Faced with limited funding, resources, and time, rural gifted programs struggle to provide consistent quality enrichment to gifted learners. This study reflects on how rural gifted education policies and procedures in Texas have evolved over the last 30 years and the realities of providing gifted programs in rural school districts. Findings highlight a need for written policies and procedures for gifted programing, challenges gifted teachers face in rural districts, and the positives of being educated in a rural gifted program.

show abstract

Meeting the Needs of Gifted and Talented Students

Cited by 16 publications

References 22 publications

Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation

Differentiated Instruction Practices: A Disclosure of Receiving Teachers

Reflections on Rural Gifted Education in Texas

Contact Info

Product

Resources

About