Pub Date : 2022-11-27DOI: 10.1177/10762175221131067
S. Jung, A. Shelton
This study sought student voices to examine the key characteristics of an out-of-school learning experience, designed to provide enrichment to students with above grade level academic talent. Using open-ended questions on a program evaluation survey, the study gauged the perceptions of 205 students who partook in a university-based academic summer program in Greece. Data analysis took a content analysis approach, which identified the major themes of student perceptions regarding their program and in-course experiences. By triangulating these responses with student ratings of overall satisfaction, we found that the experience of novelty was a key factor that set apart highly satisfying program and course experiences from less satisfying experiences. Another key finding with implications for future program design was that students perceived and depicted such novelty in two distinct forms, namely, content novelty and pedagogical novelty.
{"title":"Good News! New is Good: Novelty as a Key Feature of Advanced Academic Programs that Create Positive Learner Experiences","authors":"S. Jung, A. Shelton","doi":"10.1177/10762175221131067","DOIUrl":"https://doi.org/10.1177/10762175221131067","url":null,"abstract":"This study sought student voices to examine the key characteristics of an out-of-school learning experience, designed to provide enrichment to students with above grade level academic talent. Using open-ended questions on a program evaluation survey, the study gauged the perceptions of 205 students who partook in a university-based academic summer program in Greece. Data analysis took a content analysis approach, which identified the major themes of student perceptions regarding their program and in-course experiences. By triangulating these responses with student ratings of overall satisfaction, we found that the experience of novelty was a key factor that set apart highly satisfying program and course experiences from less satisfying experiences. Another key finding with implications for future program design was that students perceived and depicted such novelty in two distinct forms, namely, content novelty and pedagogical novelty.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"38 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44098001","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 : 2022-09-09DOI: 10.1177/10762175221110940
A. Robinson, C. Deitz
Policy is a powerful tool that guides many gifted education services and practices in states across the U.S. In addition to student services, policies can govern teacher preparation standards and qualifications for educators responsible for instructional delivery to academically talented learners. Essential to the process, institutions of higher education partner with states to provide standards-based endorsements for gifted education teachers. Arkansas, Iowa, and Kentucky serve as exemplars for enacting policies aimed at increasing the number of educators prepared to teach in the field of gifted education. Key features of their teacher education policies are summarized. In addition to formal teacher education policies, the National Board for Professional Teaching Standards (NBPTS) offers a certificate in Exceptional Needs: Gifted. The NBPTS pathway creates recognition for a national level of accomplished teaching practice in gifted education also found in state policy.
{"title":"Teachers Count in the Classroom and in Policy: Legislation, Rules, and Regulations as Pathways in Gifted Education","authors":"A. Robinson, C. Deitz","doi":"10.1177/10762175221110940","DOIUrl":"https://doi.org/10.1177/10762175221110940","url":null,"abstract":"Policy is a powerful tool that guides many gifted education services and practices in states across the U.S. In addition to student services, policies can govern teacher preparation standards and qualifications for educators responsible for instructional delivery to academically talented learners. Essential to the process, institutions of higher education partner with states to provide standards-based endorsements for gifted education teachers. Arkansas, Iowa, and Kentucky serve as exemplars for enacting policies aimed at increasing the number of educators prepared to teach in the field of gifted education. Key features of their teacher education policies are summarized. In addition to formal teacher education policies, the National Board for Professional Teaching Standards (NBPTS) offers a certificate in Exceptional Needs: Gifted. The NBPTS pathway creates recognition for a national level of accomplished teaching practice in gifted education also found in state policy.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"220 - 225"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45237318","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 : 2022-09-09DOI: 10.1177/10762175221110939
J. Vantassel-Baska
The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author concludes that all students deserve to advance their learning, to find their own life themes in whatever creative area they can find or devise.
{"title":"Assumptions About Schooling: The Myths of Advanced Learning","authors":"J. Vantassel-Baska","doi":"10.1177/10762175221110939","DOIUrl":"https://doi.org/10.1177/10762175221110939","url":null,"abstract":"The author identifies six myths that pervade educational thinking about advanced learning and constrain educational opportunities for gifted students. These myths relate to higher-level thinking, differentiated learning outcomes, accelerated work, limitations on other students, standards, and students from low-income backgrounds. The author concludes that all students deserve to advance their learning, to find their own life themes in whatever creative area they can find or devise.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"235 - 237"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47728971","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 : 2022-09-09DOI: 10.1177/10762175221110943
M. Foley‐Nicpon, A. Teriba
Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth.
{"title":"Policy Considerations for Twice-Exceptional Students","authors":"M. Foley‐Nicpon, A. Teriba","doi":"10.1177/10762175221110943","DOIUrl":"https://doi.org/10.1177/10762175221110943","url":null,"abstract":"Policies for talented students with disabilities, or twice-exceptional students, exist in very few states across the country. Historically, families of twice-exceptional students have found most of their support though implementation of Individualized Education Plans (IEPs) or 504 Accommodation plans. Yet, there is no federal mandate for gifted education service provision; consequently, these students’ coexisting high abilities often are overlooked. We recommend states modify their gifted and talented policies to address specifically twice-exceptional best practices in identification, such as using universal screening methods tied to curriculum interventions, and intervention, such as creating Gifted Individual Education Plans in conjunction with IEPs. These methods outline not only service provision for one’s disability but also specify methods for developing talent among twice-exceptional youth.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"212 - 219"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42118547","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 : 2022-09-09DOI: 10.1177/10762175221110937
Bruce D. Riegel, Wendy A. Behrens
In its various forms, acceleration continues to be an evidence-based and widely used service provided to gifted students but remains controversial and unsupported in legislation in most states. Case studies, current legislation, interviews with state directors of gifted education programs, and a deep dive into the 2018–2019 State of the States in Gifted Education revealed vast differences in state policies and approaches to providing gifted services especially when it comes to acceleration. Of the 44 state responses regarding content-based acceleration, nine indicated it is required, 12 said it is not, and 23 deemed it a local decision. When coupled with professional learning, subject acceleration triumphs as an effective method supporting student growth and talent development. With careful planning, the perceived barriers to subject acceleration can be overcome.
{"title":"Subject-Based Acceleration","authors":"Bruce D. Riegel, Wendy A. Behrens","doi":"10.1177/10762175221110937","DOIUrl":"https://doi.org/10.1177/10762175221110937","url":null,"abstract":"In its various forms, acceleration continues to be an evidence-based and widely used service provided to gifted students but remains controversial and unsupported in legislation in most states. Case studies, current legislation, interviews with state directors of gifted education programs, and a deep dive into the 2018–2019 State of the States in Gifted Education revealed vast differences in state policies and approaches to providing gifted services especially when it comes to acceleration. Of the 44 state responses regarding content-based acceleration, nine indicated it is required, 12 said it is not, and 23 deemed it a local decision. When coupled with professional learning, subject acceleration triumphs as an effective method supporting student growth and talent development. With careful planning, the perceived barriers to subject acceleration can be overcome.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"192 - 200"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41820486","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 : 2022-09-09DOI: 10.1177/10762175221110941
J. Roberts
Advocacy is important in order to have policy that establishes best practices at the local, state, and national levels. Planning an advocacy initiative includes setting the goal, crafting the advocacy message, having a point person for coordinating communication, researching the individual or group that can make the decision to put the initiative in place and determine when that could happen, and identifying others to share interest in the advocacy goal. If and when decisions are made to establish policy or regulation, it is key for advocates to stay alert and continue to advocate for best practices.
{"title":"Advocating to Put Policy in Place","authors":"J. Roberts","doi":"10.1177/10762175221110941","DOIUrl":"https://doi.org/10.1177/10762175221110941","url":null,"abstract":"Advocacy is important in order to have policy that establishes best practices at the local, state, and national levels. Planning an advocacy initiative includes setting the goal, crafting the advocacy message, having a point person for coordinating communication, researching the individual or group that can make the decision to put the initiative in place and determine when that could happen, and identifying others to share interest in the advocacy goal. If and when decisions are made to establish policy or regulation, it is key for advocates to stay alert and continue to advocate for best practices.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"187 - 191"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41644236","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 : 2022-09-09DOI: 10.1177/10762175221110938
Norma L. Hafenstein, Vicki Boley, Joi Lin
Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or where policy does include systemic evaluation for improvement. Examples have been drawn from four different states in different areas of the United States and multiple examples from various districts are presented. State level mandates for identification of and service to gifted learners are presented, including those following the Exceptional Children’s Education Act and those not. Variations in definitions of gifted are articulated. District level policies, demonstrating local control, illustrate ranges of service and guidance. Examples of the broad range of funding available for gifted programming are articulated and include base funding as well as formulaic metrics. Adequate resources for equitable gifted education are explored by considering expenditures and allocations of funding, frequently dependent on locale, school size, and economic resources. A call for action suggests practices to improve equity in gifted education include building and implementing strong advocacy skills, pursuing fiscal support for services for gifted learners, and committing to a professional developed workforce through formal and informal professional learning for educators and policymakers. Educator attitudes and beliefs and public perceptions that may perpetuate myths are examined in relation to equitable services for gifted students.
{"title":"State Policy and Funding in Gifted Education","authors":"Norma L. Hafenstein, Vicki Boley, Joi Lin","doi":"10.1177/10762175221110938","DOIUrl":"https://doi.org/10.1177/10762175221110938","url":null,"abstract":"Policy and funding influence equitable education for students who are gifted. The concept of equity is examined through variations in policy and in funding at the state, district, and local levels. Challenges and barriers to equity in policy and funding include policy structures, where policy provides guidance without accountability measures, or where policy does include systemic evaluation for improvement. Examples have been drawn from four different states in different areas of the United States and multiple examples from various districts are presented. State level mandates for identification of and service to gifted learners are presented, including those following the Exceptional Children’s Education Act and those not. Variations in definitions of gifted are articulated. District level policies, demonstrating local control, illustrate ranges of service and guidance. Examples of the broad range of funding available for gifted programming are articulated and include base funding as well as formulaic metrics. Adequate resources for equitable gifted education are explored by considering expenditures and allocations of funding, frequently dependent on locale, school size, and economic resources. A call for action suggests practices to improve equity in gifted education include building and implementing strong advocacy skills, pursuing fiscal support for services for gifted learners, and committing to a professional developed workforce through formal and informal professional learning for educators and policymakers. Educator attitudes and beliefs and public perceptions that may perpetuate myths are examined in relation to equitable services for gifted students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"226 - 234"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620482","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 : 2022-09-09DOI: 10.1177/10762175221112012
Tracy L. Cross, Keenan Cross, J. Cross
The authors explore the historical context and how it affects gifted students’ psychological and physical well-being. Using Bronfenbrenner’s systems approach, the authors examine events from 1999 to 2022 and how they may have influenced this generation of students. The authors close with ways of dealing with these changes by increasing an ethic of care for one another, dealing with the changes in our times with innovation and creative solutions, and focusing on ways to create a secure world for children that puts care for their positive well-being first.
{"title":"Weltschmerz and Anomie: The Life and Times of Students With Gifts and Talents in the Early 21st Century","authors":"Tracy L. Cross, Keenan Cross, J. Cross","doi":"10.1177/10762175221112012","DOIUrl":"https://doi.org/10.1177/10762175221112012","url":null,"abstract":"The authors explore the historical context and how it affects gifted students’ psychological and physical well-being. Using Bronfenbrenner’s systems approach, the authors examine events from 1999 to 2022 and how they may have influenced this generation of students. The authors close with ways of dealing with these changes by increasing an ethic of care for one another, dealing with the changes in our times with innovation and creative solutions, and focusing on ways to create a secure world for children that puts care for their positive well-being first.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"45 1","pages":"238 - 243"},"PeriodicalIF":0.0,"publicationDate":"2022-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48566383","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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