Pub Date : 2023-06-17DOI: 10.1177/10762175231168440
Colleen S. Boyle, Ashley Y. Carpenter
Project OCCAMS is an accelerated English language arts curriculum and delivery model for high ability middle school learners. This program was initially developed in a research-practitioner partnership with two universities and a state department of education. Over 6 years, it was implemented in Columbus City Schools, Ohio’s largest urban school district, through careful collaboration with the district’s gifted department and other district teams responsible for day-to-day school operations. This article explores strategies for establishing and sustaining partnerships among organizations, both externally and internally, to develop innovative programs to benefit gifted students, such as those developed during Project OCCAMS.
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Pub Date : 2023-06-17DOI: 10.1177/10762175231176444
E. Calvert, P. Olszewski-Kubilius, Tracy L. Cross
Design-based research is characterized as a methodology where the “outcomes” of research include new or (hopefully) improved interventions in addition to contributing to the development of theory. Rather than developing an intervention in isolation (“in vitro”) and then “piloting” the intervention to evaluate its efficacy, design-based research in education develops interventions significantly “in vivo,” and directly engages stakeholders such as learners, teachers, and local administrators, in the research and design process as collaborators (van den Akker, 2007). Project OCCAMS, an acronym for “Online Curriculum Consortium for Accelerating Middle School,” is a collaboration between university-based centers for gifted education and talent development and a diverse urban school district which adopted this approach in pursuit of a shared goal of increasing access to advanced learning opportunities for low income and diverse students in middle school and providing a new pathway for successful participation in college-level coursework in high school. The articles in this special issue collectively tell the story of the development of a novel language arts curriculum which compacts three grade levels of curriculum standards into a 2-year course of study. The program facilitates academic acceleration of many students otherwise ineligible for traditional gifted education services with a goal of placing bright but underserved students in diverse schools on a path that narrows achievement gaps with more advantaged subgroups and creates time in high school for learners to take fuller advantage of advanced learning optionsmorewidely available in high schools. The authors of these articles bring both higher education and K12 perspectives. They describe the evolution of Project OCCAMS from an experimental intervention originally perceived as somewhat radical to some practitioners to an institutionalized model that has become sustainable and has continued to grow its impact beyond the life of the grants that supported its early development. In the introductory article, Calvert, OlszewskiKubilius, Cross, and Cross describe the goals of Project OCCAMS and its theoretical underpinnings in research on academic acceleration (Steenbergen-Hu et al., 2016), talent development (Subotnik et al., 2021) and the Integrated CurriculumModel (VanTassel-Baska &Wood, 2010). The authors also describe how the features of Project OCCAMS respond to specific policy and structural barriers minoritized and low-income students face to participation in advanced learning opportunities. These barriers are identified through analyses of public data and state and local policies that unintentionally contribute to the persistent underrepresentation of diverse and lowincome learners in gifted education services and advanced coursework in secondary schools. In their article describing the content, development, and revision of the Project OCCAMS Accelerated Language Arts curriculum, Robins, Sang
基于设计的研究是一种方法论，研究的“结果”除了有助于理论的发展外，还包括新的或（希望）改进的干预措施。基于设计的教育研究不是孤立地开发干预措施（“体外”），然后“试点”干预措施以评估其疗效，而是在“体内”显著开发干预措施，并直接让学习者、教师和当地行政人员等利益相关者作为合作者参与研究和设计过程（van den Akker，2007）。OCCAMS项目，“加速中学在线课程联盟”的缩写，是大学天才教育和人才发展中心与多样化的城市学区之间的合作，采用这种方法是为了追求一个共同的目标，即增加低收入和多样化的中学生获得高级学习机会的机会，并提供一个新的成功参与高中大学课程的途径。本期特刊中的文章共同讲述了一个新颖的语言艺术课程的发展故事，该课程将三个年级的课程标准压缩为两年的学习课程。该计划有助于许多原本不符合传统天才教育服务条件的学生加快学业进度，目的是将聪明但服务不足的学生安置在不同的学校，缩小与更有优势的亚组之间的成绩差距，并为学习者在高中创造时间，让他们更充分地利用高中普遍提供的高级学习选择学校。这些文章的作者带来了高等教育和K12的观点。他们描述了OCCAMS项目的演变，从最初对一些从业者来说有点激进的实验干预，到一种制度化的模式，这种模式已经变得可持续，并在支持其早期发展的赠款的生命周期之外继续扩大其影响。在介绍性文章中，Calvert、OlszewskiKubilius、Cross和Cross描述了OCCAMS项目的目标及其在学术加速研究（Steenbergen Hu et al.，2016）、人才发展（Subotnik et al.，2021）和综合课程模型（VanTassel-Baska&Wood，2010）中的理论基础。作者还描述了OCCAMS项目的特点如何应对少数族裔和低收入学生在参与高级学习机会方面面临的具体政策和结构性障碍。这些障碍是通过对公共数据以及州和地方政策的分析确定的，这些政策无意中导致了多样化和低收入学习者在天才教育服务和中学高级课程中的代表性持续不足。Robins、Sanguras和Carpenter在描述OCCAMS项目加速语言艺术课程的内容、发展和修订的文章中，描述了综合课程模式如何与课程压缩策略（Reis et al.，2021）和文化响应教学设计框架（Gay，2018）相结合。作者还描述了参与的学生和教师的输入和反馈如何在两个测试和迭代周期中对课程的演变做出贡献。
{"title":"Project OCCAMS: A Design-Based Research Partnership Leads to a Sustainable Model for Accelerating Diverse Learners","authors":"E. Calvert, P. Olszewski-Kubilius, Tracy L. Cross","doi":"10.1177/10762175231176444","DOIUrl":"https://doi.org/10.1177/10762175231176444","url":null,"abstract":"Design-based research is characterized as a methodology where the “outcomes” of research include new or (hopefully) improved interventions in addition to contributing to the development of theory. Rather than developing an intervention in isolation (“in vitro”) and then “piloting” the intervention to evaluate its efficacy, design-based research in education develops interventions significantly “in vivo,” and directly engages stakeholders such as learners, teachers, and local administrators, in the research and design process as collaborators (van den Akker, 2007). Project OCCAMS, an acronym for “Online Curriculum Consortium for Accelerating Middle School,” is a collaboration between university-based centers for gifted education and talent development and a diverse urban school district which adopted this approach in pursuit of a shared goal of increasing access to advanced learning opportunities for low income and diverse students in middle school and providing a new pathway for successful participation in college-level coursework in high school. The articles in this special issue collectively tell the story of the development of a novel language arts curriculum which compacts three grade levels of curriculum standards into a 2-year course of study. The program facilitates academic acceleration of many students otherwise ineligible for traditional gifted education services with a goal of placing bright but underserved students in diverse schools on a path that narrows achievement gaps with more advantaged subgroups and creates time in high school for learners to take fuller advantage of advanced learning optionsmorewidely available in high schools. The authors of these articles bring both higher education and K12 perspectives. They describe the evolution of Project OCCAMS from an experimental intervention originally perceived as somewhat radical to some practitioners to an institutionalized model that has become sustainable and has continued to grow its impact beyond the life of the grants that supported its early development. In the introductory article, Calvert, OlszewskiKubilius, Cross, and Cross describe the goals of Project OCCAMS and its theoretical underpinnings in research on academic acceleration (Steenbergen-Hu et al., 2016), talent development (Subotnik et al., 2021) and the Integrated CurriculumModel (VanTassel-Baska &Wood, 2010). The authors also describe how the features of Project OCCAMS respond to specific policy and structural barriers minoritized and low-income students face to participation in advanced learning opportunities. These barriers are identified through analyses of public data and state and local policies that unintentionally contribute to the persistent underrepresentation of diverse and lowincome learners in gifted education services and advanced coursework in secondary schools. In their article describing the content, development, and revision of the Project OCCAMS Accelerated Language Arts curriculum, Robins, Sang","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"157 - 158"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124356","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 : 2023-02-24DOI: 10.1177/10762175221149259
Mary O’Grady-Jones, Michael M. Grant
The purpose of this research was to describe the impact of digital game building on fourth grade gifted and talented students’ problem-solving, creativity, and collaboration skills. Increasingly, there has been a call to involve students in real-world experiences through projects that explore authentic issues using technology. Game design-based learning with its unique set of affordances may offer a path to integrating technology, computer science education, creativity, and problem-solving. Increasingly, the ability to create rather than just consume technology has gained attention linking creativity and collaboration to using coding language. In this study, data collection included student reflection journals, classroom observations, classroom video recordings, a focus group interview, and students’ games. Participants came from two GT classes (n = 45). Qualitative analysis identified five themes: overcoming challenges of group work, developing a culture of collaboration, creating narrative, and connecting science, problem-solving in Scratch’s coding environment, and reflecting on learning. Findings indicated involving gifted students in game design-based learning in science had a positive impact on student perceptions of problem-solving, creativity, and collaboration.
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Pub Date : 2023-02-24DOI: 10.1177/10762175221150365
S. Johnsen
Equity is a broad term, generally implying equity of opportunity, fairness, and justice. In gifted education, it is used frequently to describe inequities related to disproportionality of representation by students of color and students from low-income backgrounds in programs for gifted students. Often students who have had adverse childhood experiences such as poverty and poor health care or who live in more rural areas do not have access to challenging and engaging educational opportunities. Researchers in collaboration with practitioners have offered these suggestions for increasing equity and access to gifted education programs:
{"title":"From the Editor: Access and Equity","authors":"S. Johnsen","doi":"10.1177/10762175221150365","DOIUrl":"https://doi.org/10.1177/10762175221150365","url":null,"abstract":"Equity is a broad term, generally implying equity of opportunity, fairness, and justice. In gifted education, it is used frequently to describe inequities related to disproportionality of representation by students of color and students from low-income backgrounds in programs for gifted students. Often students who have had adverse childhood experiences such as poverty and poor health care or who live in more rural areas do not have access to challenging and engaging educational opportunities. Researchers in collaboration with practitioners have offered these suggestions for increasing equity and access to gifted education programs:","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"77 - 77"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65344265","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 : 2023-02-24DOI: 10.1177/10762175221149256
Maryann R. Hebda
As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in rich and complex authentic projects (Housand et al., 2017). As stakeholders present opportunities for open-ended, creative processes and products, the Computer Science Teachers Association (CSTA; 2017) and International Society for Technology in Education (ISTE; 2016) Standards can form guidelines for gifted students to self-direct their education through technology. Learning to code results in both cognitive and psychosocial skill development, including creative and critical thinking, logical and systematic reasoning, positive risk-taking and processing of feedback, perseverance through challenges, social skills, and collaboration.
当技术天才学生将他们的能力应用于计算机科学时，他们自然会经历潜力、能力和专业知识的人才发展阶段。天才学生在开发潜力时学习的过程一直很重要，这些过程被嵌入到学习代码中，让初学者参与丰富而复杂的真实项目（Housand et al.，2017）。随着利益相关者为开放式、创造性的过程和产品提供机会，计算机科学教师协会（CSTA；2017）和国际教育技术学会（ISTE；2016）标准可以为天才学生制定通过技术自我指导教育的指导方针。学习编码可以促进认知和心理社会技能的发展，包括创造性和批判性思维、逻辑和系统推理、积极的冒险精神和反馈处理、克服挑战的毅力、社交技能和协作。
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Pub Date : 2023-02-24DOI: 10.1177/10762175221151182
Tracy L. Cross
Using examples of gifted students in specialized programs, the author discusses the phenomenon called “code switching.” Code switching is the name given to the process of alternating between one linguistic code and another. The author learned early on that most gifted students feel different from their nongifted peers, mostly about being more serious about learning, and develop social goals for themselves (standing out from others, blending in with others, disassociating from others). These goals guide their social coping strategies—behaviors to create a school environment that is relatively safe for them psychologically and potentially physically. The author concludes that code switching is an important skillset that can be taught and utilized effectively across a lifespan. The field of gifted education needs to support students with gifts and talents by more fully exploring code switching.
{"title":"Code Switching and Gifted Students","authors":"Tracy L. Cross","doi":"10.1177/10762175221151182","DOIUrl":"https://doi.org/10.1177/10762175221151182","url":null,"abstract":"Using examples of gifted students in specialized programs, the author discusses the phenomenon called “code switching.” Code switching is the name given to the process of alternating between one linguistic code and another. The author learned early on that most gifted students feel different from their nongifted peers, mostly about being more serious about learning, and develop social goals for themselves (standing out from others, blending in with others, disassociating from others). These goals guide their social coping strategies—behaviors to create a school environment that is relatively safe for them psychologically and potentially physically. The author concludes that code switching is an important skillset that can be taught and utilized effectively across a lifespan. The field of gifted education needs to support students with gifts and talents by more fully exploring code switching.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"146 - 149"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44454327","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 : 2023-02-24DOI: 10.1177/10762175221149443
J. Vantassel-Baska
All advanced learners deserve a content-based curriculum that will challenge them to learn more deeply and more broadly, that will enable connections to different domains of learning, and that will raise questions about the world. This article examines the reasons for educators not providing curricula to accommodate advanced learners, characteristics of a well-designed curriculum, and critical steps needed to ensure the effective implementation of such a curriculum for advanced learners.
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Pub Date : 2023-02-24DOI: 10.1177/10762175221149258
Christine L. Weber, Emily L. Mofield
Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers’ PCK and skills with gifted and high-potential students. These considerations are presented through the lens of the professional learning literature, the recent global principles of professional learning established by the World Council for Gifted and Talented Children, and the talent development paradigm. Two questions are addressed including: What is high-quality professional learning and how does it differ for educators of gifted learners? What needs to be emphasized when planning professional learning for supporting teachers’ PCK? The importance of strengthening teachers’ understanding of specific content knowledge and how to teach it through differentiated professional learning experiences using preassessments and then evaluating the effectiveness of those experiences are key for improving student results. Ongoing administrative support needs to be provided to teachers applying differentiated curricular and instructional approaches with gifted students.
{"title":"Considerations for Professional Learning Supporting Teachers of the Gifted in Pedagogical Content Knowledge","authors":"Christine L. Weber, Emily L. Mofield","doi":"10.1177/10762175221149258","DOIUrl":"https://doi.org/10.1177/10762175221149258","url":null,"abstract":"Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers’ PCK and skills with gifted and high-potential students. These considerations are presented through the lens of the professional learning literature, the recent global principles of professional learning established by the World Council for Gifted and Talented Children, and the talent development paradigm. Two questions are addressed including: What is high-quality professional learning and how does it differ for educators of gifted learners? What needs to be emphasized when planning professional learning for supporting teachers’ PCK? The importance of strengthening teachers’ understanding of specific content knowledge and how to teach it through differentiated professional learning experiences using preassessments and then evaluating the effectiveness of those experiences are key for improving student results. Ongoing administrative support needs to be provided to teachers applying differentiated curricular and instructional approaches with gifted students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"128 - 141"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44880961","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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