Pub Date : 2022-06-17DOI: 10.1177/01623532221105311
Julie D. Swanson, Laura Brock, Meta Lee Van Sickle, C. A. Gutshall, Timothy W. Curby
Researchers investigated the impact of a professional learning intervention focused on teaching teachers to increase rigor, challenge, and engagement to reveal talent in low-income learners. The professional learning intervention’s goal, to improve teachers’ ability to recognize student ability and talent through use of proven high-level curricular and instructional strategies, focused teacher learning on culturally responsive teaching, fundamental principles of learning, and specific curriculum. Researchers hypothesized teacher perceptions of students’ abilities would shift from a deficit view to a strengths-based one. Results indicated that teacher beliefs were positively impacted after one year and that those impacts leveled off over time. Specifically, teachers’ perceptions of student potential and the importance of talent development improved. Engagement in professional learning predicted positive change in classroom support, organization, and instruction. Finally, the professional learning intervention positively impacted teacher efficacy related to engaging, instructing, and managing learners.
{"title":"Teacher Perceptions as an Entry Point for Talent Spotting and Development","authors":"Julie D. Swanson, Laura Brock, Meta Lee Van Sickle, C. A. Gutshall, Timothy W. Curby","doi":"10.1177/01623532221105311","DOIUrl":"https://doi.org/10.1177/01623532221105311","url":null,"abstract":"Researchers investigated the impact of a professional learning intervention focused on teaching teachers to increase rigor, challenge, and engagement to reveal talent in low-income learners. The professional learning intervention’s goal, to improve teachers’ ability to recognize student ability and talent through use of proven high-level curricular and instructional strategies, focused teacher learning on culturally responsive teaching, fundamental principles of learning, and specific curriculum. Researchers hypothesized teacher perceptions of students’ abilities would shift from a deficit view to a strengths-based one. Results indicated that teacher beliefs were positively impacted after one year and that those impacts leveled off over time. Specifically, teachers’ perceptions of student potential and the importance of talent development improved. Engagement in professional learning predicted positive change in classroom support, organization, and instruction. Finally, the professional learning intervention positively impacted teacher efficacy related to engaging, instructing, and managing learners.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"238 - 270"},"PeriodicalIF":1.3,"publicationDate":"2022-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48138181","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/01623532221105307
Elizabeth Shaunessy‐Dedrick, Shannon M. Suldo, Lindsey M. O’Brennan, Robert Dedrick, Janise S. Parker, J. Ferron, Letty L. DiLeo
Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders—including students, parents, and educators—deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students’ academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development.
{"title":"Acceptability of a Preventative Coping and Connectedness Curriculum for High School Students Entering Accelerated Curricula","authors":"Elizabeth Shaunessy‐Dedrick, Shannon M. Suldo, Lindsey M. O’Brennan, Robert Dedrick, Janise S. Parker, J. Ferron, Letty L. DiLeo","doi":"10.1177/01623532221105307","DOIUrl":"https://doi.org/10.1177/01623532221105307","url":null,"abstract":"Students report experiencing elevated levels of academic stress while in Advanced Placement (AP) and International Baccalaureate Diploma (IBD) classes. In response, we developed a classwide, preventative coping and connectedness curriculum, which consists of 12 50-minute modules for 9th-grade students enrolled in accelerated coursework. In this pilot study, we implemented the curriculum in 2 schools and sought user feedback. After describing the curriculum, we examine the acceptability of this social-emotional curriculum at three stages: prior to, during, and following implementation. Overall, all stakeholders—including students, parents, and educators—deemed the curriculum highly acceptable. Teachers, administrators, and parents rated the content and lessons as highly acceptable for addressing students’ academic stressors and development of necessary coping and strategies. Included is a discussion of these findings relative to prior acceptability research, including research with gifted learners, limitations, and the role of acceptability in the line of inquiry for this curriculum intervention development.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"203 - 237"},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41522881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-06-16DOI: 10.1177/01623532221105294
Yuting Shen
The Humanities have an enduring role in improving society and people’s well-being, yet there is a very limited discussion of how to foster talents in the Humanities. This case study scrutinized how an honors program in the Humanities can enhance the academic potential of gifted undergraduates at an elite university in China. The results indicate that such an honors program can provide academic training and support and cultural influence beyond academic enhancement, thus incubating future scholars in the Humanities. While there are some implementation issues to consider—courses, supervision, various types of academic support, disciplinary culture, and academic traditions—all have takeaways for other institutions interested in maximizing the academic potential of gifted undergraduates in the Humanities. As a result, this study expands our understanding of Humanities education and education for gifted undergraduates in non-Western countries.
{"title":"Incubating Future Scholars in the Humanities: A Case Study of an Honors Program at Peking University","authors":"Yuting Shen","doi":"10.1177/01623532221105294","DOIUrl":"https://doi.org/10.1177/01623532221105294","url":null,"abstract":"The Humanities have an enduring role in improving society and people’s well-being, yet there is a very limited discussion of how to foster talents in the Humanities. This case study scrutinized how an honors program in the Humanities can enhance the academic potential of gifted undergraduates at an elite university in China. The results indicate that such an honors program can provide academic training and support and cultural influence beyond academic enhancement, thus incubating future scholars in the Humanities. While there are some implementation issues to consider—courses, supervision, various types of academic support, disciplinary culture, and academic traditions—all have takeaways for other institutions interested in maximizing the academic potential of gifted undergraduates in the Humanities. As a result, this study expands our understanding of Humanities education and education for gifted undergraduates in non-Western countries.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"292 - 313"},"PeriodicalIF":1.3,"publicationDate":"2022-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41902152","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-12DOI: 10.1177/01623532221085610
Christine Sanchez, Emmanuelle Brigaud, Pascal Moliner, N. Blanc
This study explored the Social Representations (SRs) of Gifted Children in France, both in the general adult population and in different childhood professionals’s populations (i.e., primary school teachers, secondary school teachers, and psychologists). Two binary SRs emerged from the data obtained from 608 participants. In the general population, the SR is “performative” and less diversified: gifted children were chiefly associated with exceptional intelligence. The “personological” SR of professionals indicated social, emotional, and behavioral characteristics. Few nuances distinguish the SRs of teachers from that of psychologists. This study highlights the need to better informed the general population and to better trained teachers and psychologists, to move towards a less stereotyped SR, congruent with the proven characteristics of gifted children.
{"title":"The Social Representations of Gifted Children in Childhood Professionals and the General Adult Population in France","authors":"Christine Sanchez, Emmanuelle Brigaud, Pascal Moliner, N. Blanc","doi":"10.1177/01623532221085610","DOIUrl":"https://doi.org/10.1177/01623532221085610","url":null,"abstract":"This study explored the Social Representations (SRs) of Gifted Children in France, both in the general adult population and in different childhood professionals’s populations (i.e., primary school teachers, secondary school teachers, and psychologists). Two binary SRs emerged from the data obtained from 608 participants. In the general population, the SR is “performative” and less diversified: gifted children were chiefly associated with exceptional intelligence. The “personological” SR of professionals indicated social, emotional, and behavioral characteristics. Few nuances distinguish the SRs of teachers from that of psychologists. This study highlights the need to better informed the general population and to better trained teachers and psychologists, to move towards a less stereotyped SR, congruent with the proven characteristics of gifted children.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"179 - 199"},"PeriodicalIF":1.3,"publicationDate":"2022-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47851647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-11DOI: 10.1177/01623532221085608
Brandy S. Bryson
The narrow manner in which giftedness is often regarded perpetuates the underrepresentation of students of Color in gifted education programs, particularly for Black students. This case study highlights the story of a gifted Black high school student attending a predominantly White high school in the South. Bianca’s story illuminates her struggle with myriad racialized challenges within and outside of school and, more importantly, demonstrates her sophisticated and critically conscious appraisal of structural inequities. Interpreted through the lens of critical consciousness, Bianca’s story of giftedness illuminates her complex understandings of societal and institutional workings. Given the complexity and effort required to participate in critical ways of knowing, especially concerning the ways in which race and racism function, this study highlights that critically conscious students like Bianca are, in fact, doubly gifted and can offer insights to expand commonly held notions of giftedness and greater inclusivity in gifted education. Implications for educators and policy makers are discussed.
{"title":"“Being on the Positive End of Every Negative Statistic”: Expanding Inclusion of Gifted Education Through Considerations of Critical Consciousness as Double Giftedness","authors":"Brandy S. Bryson","doi":"10.1177/01623532221085608","DOIUrl":"https://doi.org/10.1177/01623532221085608","url":null,"abstract":"The narrow manner in which giftedness is often regarded perpetuates the underrepresentation of students of Color in gifted education programs, particularly for Black students. This case study highlights the story of a gifted Black high school student attending a predominantly White high school in the South. Bianca’s story illuminates her struggle with myriad racialized challenges within and outside of school and, more importantly, demonstrates her sophisticated and critically conscious appraisal of structural inequities. Interpreted through the lens of critical consciousness, Bianca’s story of giftedness illuminates her complex understandings of societal and institutional workings. Given the complexity and effort required to participate in critical ways of knowing, especially concerning the ways in which race and racism function, this study highlights that critically conscious students like Bianca are, in fact, doubly gifted and can offer insights to expand commonly held notions of giftedness and greater inclusivity in gifted education. Implications for educators and policy makers are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"157 - 178"},"PeriodicalIF":1.3,"publicationDate":"2022-04-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47534404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-10DOI: 10.1177/01623532221085954
Rhoda Myra Garces-Bacsal, H. Elhoweris, Ahmed Mohamed, Osha Almuhairy, M. Safi, Ashraf Moustafa, M. Alzyoudi
Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.
{"title":"“I Have Removed My Ceiling”: Qualitative Experiences of Teachers on Their Professional Development","authors":"Rhoda Myra Garces-Bacsal, H. Elhoweris, Ahmed Mohamed, Osha Almuhairy, M. Safi, Ashraf Moustafa, M. Alzyoudi","doi":"10.1177/01623532221085954","DOIUrl":"https://doi.org/10.1177/01623532221085954","url":null,"abstract":"Gifted education in the United Arab Emirates is a nascent field that is coming into greater visibility with corresponding governmental and institutional support over the past 15 years. Massive efforts are now being strategically put in place, which includes actively training teachers to meet the government’s aim to prioritize giftedness and innovation at all levels and sectors, so that classroom pedagogies align with said initiatives to support gifted students. However, there is limited information about how teachers perceive the efficacy of the training they have received. This research aims to highlight the voices of teachers who received professional development on teaching the gifted over a 2-year period. Research findings revealed how teachers conceptualized “innovation” in their own teaching practice with the gifted, the participants’ perceptions on program impact, and the challenges faced in implementing what they have learned in their professional development.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"111 - 134"},"PeriodicalIF":1.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45470877","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-10DOI: 10.1177/01623532221085611
Kristie L. Speirs Neumeister, Maria E. Hernández Finch, W. H. Finch, Robyn Spoon, V. Burney, V. Smith
This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy skills. A comparison of mediation models indicated the relationships between working memory and inhibition to reading outcomes were fully, rather than partially, mediated by the preliteracy skills. The relationship between inhibition and reading outcomes was mediated through symbol imagery. Symbol imagery served as a mediator to all reading outcomes in this study (Letter Word, Oral Reading Fluency [ORF], and Northwest Evaluation Association Reading Fluency). A measurement of Working Memory in kindergarten was related to ORF in the second grade through speeded naming as a mediator. Neither early phonological processing nor early processing speed were related to the reading outcomes. Implications regarding the use of screening measures for identifying reading difficulties in primary age gifted students are discussed.
{"title":"Markers of At-Risk Literacy Development in Gifted Students","authors":"Kristie L. Speirs Neumeister, Maria E. Hernández Finch, W. H. Finch, Robyn Spoon, V. Burney, V. Smith","doi":"10.1177/01623532221085611","DOIUrl":"https://doi.org/10.1177/01623532221085611","url":null,"abstract":"This study explored the role that select components of executive functioning play in predicting reading outcomes in gifted students both directly and indirectly through a broader set of preliteracy skills. A comparison of mediation models indicated the relationships between working memory and inhibition to reading outcomes were fully, rather than partially, mediated by the preliteracy skills. The relationship between inhibition and reading outcomes was mediated through symbol imagery. Symbol imagery served as a mediator to all reading outcomes in this study (Letter Word, Oral Reading Fluency [ORF], and Northwest Evaluation Association Reading Fluency). A measurement of Working Memory in kindergarten was related to ORF in the second grade through speeded naming as a mediator. Neither early phonological processing nor early processing speed were related to the reading outcomes. Implications regarding the use of screening measures for identifying reading difficulties in primary age gifted students are discussed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"135 - 156"},"PeriodicalIF":1.3,"publicationDate":"2022-04-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49556400","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/01623532211063945
Sara Hinterplattner, Marca Wolfensberger, Z. Lavicza
This exploratory study investigated the perceived waiting time of gifted high-achieving honors students at their university and compares this to the perceived waiting time these students experienced in secondary schools. The study aimed to find reasons for, experiences with, and coping strategies for waiting time in classes at these two types of institutions. Interviews with gifted university students were conducted and qualitatively analyzed. Results show that waiting in classes is common both in secondary schools and at the university level, and students usually attribute this to poor quality of teaching. However, students also highlighted differences in the amount of time, reasons, and coping strategies for waiting due to the different nature of the institution types. Experiences of waiting depended on a variety of reasons outlined by students participating in our study. According to this, students preferred behavioral-avoidance strategies for coping in waiting situations. They rarely asked their teachers for extra tasks, even if they felt bored or underchallenged. This highlights the importance for teachers to recognize and respond to coping strategies of gifted students.
{"title":"Honors Students’ Experiences and Coping Strategies for Waiting Time in Secondary School and at University","authors":"Sara Hinterplattner, Marca Wolfensberger, Z. Lavicza","doi":"10.1177/01623532211063945","DOIUrl":"https://doi.org/10.1177/01623532211063945","url":null,"abstract":"This exploratory study investigated the perceived waiting time of gifted high-achieving honors students at their university and compares this to the perceived waiting time these students experienced in secondary schools. The study aimed to find reasons for, experiences with, and coping strategies for waiting time in classes at these two types of institutions. Interviews with gifted university students were conducted and qualitatively analyzed. Results show that waiting in classes is common both in secondary schools and at the university level, and students usually attribute this to poor quality of teaching. However, students also highlighted differences in the amount of time, reasons, and coping strategies for waiting due to the different nature of the institution types. Experiences of waiting depended on a variety of reasons outlined by students participating in our study. According to this, students preferred behavioral-avoidance strategies for coping in waiting situations. They rarely asked their teachers for extra tasks, even if they felt bored or underchallenged. This highlights the importance for teachers to recognize and respond to coping strategies of gifted students.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"84 - 107"},"PeriodicalIF":1.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44211688","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-03-01DOI: 10.1177/01623532211063936
B. Tran, Jonathan Wai, S. McKenzie, Jonathan N. Mills, Dustin Seaton
We examined the state of Arkansas, empirically testing how focusing on high-achieving students using state tests might expand the pool of gifted identified students. From a broader sample of 173,133 students, we compared the degree to which students who were academically talented in the top 5% on third-grade state literacy and math assessments were identified as gifted in Arkansas. Across five independent cohorts, we replicated the finding that roughly 30% of the students in the top 5% on both third-grade literacy and math were not identified as gifted. Logistic regression (N = 3992) indicated that high-achieving students participating in the federal Free/Reduced Lunch program were 50% less likely to be identified. These findings suggest that using state math and literacy assessments as universal screening tools could improve gifted identification of high-achieving students, many from low-income or other disadvantaged backgrounds.
{"title":"Expanding Gifted Identification to Capture Academically Advanced, Low-Income, or Other Disadvantaged Students: The Case of Arkansas","authors":"B. Tran, Jonathan Wai, S. McKenzie, Jonathan N. Mills, Dustin Seaton","doi":"10.1177/01623532211063936","DOIUrl":"https://doi.org/10.1177/01623532211063936","url":null,"abstract":"We examined the state of Arkansas, empirically testing how focusing on high-achieving students using state tests might expand the pool of gifted identified students. From a broader sample of 173,133 students, we compared the degree to which students who were academically talented in the top 5% on third-grade state literacy and math assessments were identified as gifted in Arkansas. Across five independent cohorts, we replicated the finding that roughly 30% of the students in the top 5% on both third-grade literacy and math were not identified as gifted. Logistic regression (N = 3992) indicated that high-achieving students participating in the federal Free/Reduced Lunch program were 50% less likely to be identified. These findings suggest that using state math and literacy assessments as universal screening tools could improve gifted identification of high-achieving students, many from low-income or other disadvantaged backgrounds.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"64 - 83"},"PeriodicalIF":1.3,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44534833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-02-15DOI: 10.1177/01623532221124144
Keri M. Guilbault, R. JohnBull, Kimberly McCormick
Gifted education coordinators play critical roles in administration and supervision of gifted education and accelerated learning programs in their districts. However, these roles are ill-defined in the literature. During the COVID-19 pandemic, leaders have been called upon to support educators and administrators in a variety of ways. This exploratory study sought to investigate the experiences of district gifted education coordinators during the first year of the pandemic. Qualitative data were collected from a national sample of 11 district gifted education coordinators through semi-structured interviews. An inductive thematic analysis revealed four categories that addressed their roles during this period: (a) professional responsibilities, (b) instructional leadership, (c) program management, and (d) communication and collaboration. The overarching theme across all interviews was the rapid need to pivot and adapt to constant change to ensure equitable access to advanced instruction. Implications for administrators of gifted education programs and areas for future study are addressed.
{"title":"District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic","authors":"Keri M. Guilbault, R. JohnBull, Kimberly McCormick","doi":"10.1177/01623532221124144","DOIUrl":"https://doi.org/10.1177/01623532221124144","url":null,"abstract":"Gifted education coordinators play critical roles in administration and supervision of gifted education and accelerated learning programs in their districts. However, these roles are ill-defined in the literature. During the COVID-19 pandemic, leaders have been called upon to support educators and administrators in a variety of ways. This exploratory study sought to investigate the experiences of district gifted education coordinators during the first year of the pandemic. Qualitative data were collected from a national sample of 11 district gifted education coordinators through semi-structured interviews. An inductive thematic analysis revealed four categories that addressed their roles during this period: (a) professional responsibilities, (b) instructional leadership, (c) program management, and (d) communication and collaboration. The overarching theme across all interviews was the rapid need to pivot and adapt to constant change to ensure equitable access to advanced instruction. Implications for administrators of gifted education programs and areas for future study are addressed.","PeriodicalId":51648,"journal":{"name":"JOURNAL FOR THE EDUCATION OF THE GIFTED","volume":"45 1","pages":"352 - 380"},"PeriodicalIF":1.3,"publicationDate":"2022-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41417844","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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