Pub Date : 2022-01-01DOI: 10.4018/978-1-7998-8405-7
{"title":"Handbook of Research on Adapting Remote Learning Practices for Early Childhood and Elementary School Classrooms","authors":"","doi":"10.4018/978-1-7998-8405-7","DOIUrl":"https://doi.org/10.4018/978-1-7998-8405-7","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"45 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76646770","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 : 2022-01-01DOI: 10.4018/978-1-7998-7732-5.ch009
Laura G. Buckner, J. Yarbrough
Research indicates that trauma can intensify autism spectrum disorder symptoms. Autism is a developmental disability that causes significant social, communication, and behavioral challenges. Individuals with autism experience trauma ranging from exclusion to violence. In fact, many research studies indicate that people with autism have higher risks of traumatic experiences such as financial hardship, mental illness, substance abuse, trauma, and separation from their family. The chapter will address why individuals with autism are more likely to experience and struggle from traumas, how isolation can contribute to trauma, the symptoms of trauma in an autistic individual, and how trauma-informed care can help support improvements.
{"title":"Trauma-Informed Care in Support of Autism","authors":"Laura G. Buckner, J. Yarbrough","doi":"10.4018/978-1-7998-7732-5.ch009","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5.ch009","url":null,"abstract":"Research indicates that trauma can intensify autism spectrum disorder symptoms. Autism is a developmental disability that causes significant social, communication, and behavioral challenges. Individuals with autism experience trauma ranging from exclusion to violence. In fact, many research studies indicate that people with autism have higher risks of traumatic experiences such as financial hardship, mental illness, substance abuse, trauma, and separation from their family. The chapter will address why individuals with autism are more likely to experience and struggle from traumas, how isolation can contribute to trauma, the symptoms of trauma in an autistic individual, and how trauma-informed care can help support improvements.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"122 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85641496","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 : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch003
S. Baum, Rick Olenchak
Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.
{"title":"Twice-Exceptional Students","authors":"S. Baum, Rick Olenchak","doi":"10.4018/978-1-7998-8153-7.ch003","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch003","url":null,"abstract":"Young people who present with concomitant high ability and disabilities represent one of education's greatest conundrums. While on one hand they appear capable of superior academic performance, on the other hand they struggle as students. Consequently, identification and educational services for the twice-exceptional student population remain bewildering and elusive as the combination of seemingly paradoxical traits puts them at great risk for identification and consequently this population of students is rarely served appropriately. This chapter explores the complexities of the twice-exceptional (2e) population, how they should be viewed, how schools and homes can accommodate what seem to be dichotomous needs, and how ultimately they can be successful and contented. Case examples amplify understanding of this challenging group of young people.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90543012","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 : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch008
Dina Brulles, J. Naglieri
This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.
{"title":"A Social Justice Approach to Developing Equity and Diversity in Gifted Programming","authors":"Dina Brulles, J. Naglieri","doi":"10.4018/978-1-7998-8153-7.ch008","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch008","url":null,"abstract":"This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"9 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88421376","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 : 2022-01-01DOI: 10.4018/978-1-7998-7732-5
{"title":"Understanding Parent Experiences and Supporting Autistic Children in the K-12 School System","authors":"","doi":"10.4018/978-1-7998-7732-5","DOIUrl":"https://doi.org/10.4018/978-1-7998-7732-5","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74930924","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 : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch013
Deborah Dailey, Michelle B. Buchanan
STEM talent is often overlooked in underrepresented students resulting in limited opportunities to increase STEM interest and talent inside or outside of school settings. Academically qualified underrepresented students are less likely to be recommended for advanced placement STEM courses causing a racial divide and contributing to a lack of belonging in these courses. Methods to encourage STEM talent development and persistence in students from underrepresented populations include frontloading talent development interventions, creating afterschool or informal STEM programs, providing enrichment opportunities for highly capable students, and creating equitable access to advanced courses. This chapter presents the characteristics of STEM talent in underrepresented populations and strategies to identify high potential students, provides frontloading examples to develop STEM talent, offers examples of effective programming, and suggests instructional strategies to encourage STEM talent development in diverse populations.
{"title":"Recognizing and Developing STEM Talent Among Diverse Populations","authors":"Deborah Dailey, Michelle B. Buchanan","doi":"10.4018/978-1-7998-8153-7.ch013","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch013","url":null,"abstract":"STEM talent is often overlooked in underrepresented students resulting in limited opportunities to increase STEM interest and talent inside or outside of school settings. Academically qualified underrepresented students are less likely to be recommended for advanced placement STEM courses causing a racial divide and contributing to a lack of belonging in these courses. Methods to encourage STEM talent development and persistence in students from underrepresented populations include frontloading talent development interventions, creating afterschool or informal STEM programs, providing enrichment opportunities for highly capable students, and creating equitable access to advanced courses. This chapter presents the characteristics of STEM talent in underrepresented populations and strategies to identify high potential students, provides frontloading examples to develop STEM talent, offers examples of effective programming, and suggests instructional strategies to encourage STEM talent development in diverse populations.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"58 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80767553","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 : 2022-01-01DOI: 10.4018/978-1-7998-8153-7.ch014
Ayşin Kaplan Sayı, Özgün Melis Soysal
Gifted students are a group who has unique needs. These unique needs require differentiation in their education. With the technological developments, it becomes necessary to use digital tools within or outside the classroom which can enhance the differentiation process. Digital differentiation emerges because of all these reasons that answer students' needs with the usage of technology. The purpose of this chapter is to introduce digital differentiation as a strategy used in gifted education. Digital differentiation can be carried out in traditional classrooms by preparing digital differentiation packages which includes three types of different content or in online environments by using learning management systems besides digital differentiation packages. In this chapter, strategies used in gifted education will be explained and then digital differentiation will be presented and the tools that can be used exemplified. Then how the digital differentiation can be carried out in both traditional classrooms and online environments will be clarified.
{"title":"Digital Differentiation in Gifted Education","authors":"Ayşin Kaplan Sayı, Özgün Melis Soysal","doi":"10.4018/978-1-7998-8153-7.ch014","DOIUrl":"https://doi.org/10.4018/978-1-7998-8153-7.ch014","url":null,"abstract":"Gifted students are a group who has unique needs. These unique needs require differentiation in their education. With the technological developments, it becomes necessary to use digital tools within or outside the classroom which can enhance the differentiation process. Digital differentiation emerges because of all these reasons that answer students' needs with the usage of technology. The purpose of this chapter is to introduce digital differentiation as a strategy used in gifted education. Digital differentiation can be carried out in traditional classrooms by preparing digital differentiation packages which includes three types of different content or in online environments by using learning management systems besides digital differentiation packages. In this chapter, strategies used in gifted education will be explained and then digital differentiation will be presented and the tools that can be used exemplified. Then how the digital differentiation can be carried out in both traditional classrooms and online environments will be clarified.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81333184","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 : 2021-07-06DOI: 10.4018/978-1-7998-4102-9
L. Pincham, Becky K. McTague
{"title":"Aligning Social-Emotional and 21st Century Learning in the Classroom","authors":"L. Pincham, Becky K. McTague","doi":"10.4018/978-1-7998-4102-9","DOIUrl":"https://doi.org/10.4018/978-1-7998-4102-9","url":null,"abstract":"","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-07-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84551293","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 : 2021-01-01DOI: 10.4018/978-1-7998-4739-7.ch012
S. Kamunya, Robert O. Oboko, E. Maina, E. Miriti
The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.
{"title":"A Systematic Review of Gamification Within E-Learning","authors":"S. Kamunya, Robert O. Oboko, E. Maina, E. Miriti","doi":"10.4018/978-1-7998-4739-7.ch012","DOIUrl":"https://doi.org/10.4018/978-1-7998-4739-7.ch012","url":null,"abstract":"The focus of this study was to review and evaluate the effectiveness of gamification within e-learning platforms. The study deployed systematic literature review methodology to evaluate how effective gamification has been used within e-learning platforms. The study used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Approach (PRISMA), starting with 366 articles, shifting to a final 34 articles for consideration. It was established that gamification positively influences and enhances learning within the e-learning platform. Therefore, the study recommends policy makers, designers, and implementers of e-learning platforms to consider incorporating gamification elements in order to increase user motivation and engagement for enhanced learning.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"24 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74486261","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 : 2021-01-01DOI: 10.4018/978-1-7998-4721-2.ch011
B. Garling, Ashley Steele Heiberger
In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.
{"title":"The Integration of Popular Culture in K-12 and Higher Education English Language Curricula","authors":"B. Garling, Ashley Steele Heiberger","doi":"10.4018/978-1-7998-4721-2.ch011","DOIUrl":"https://doi.org/10.4018/978-1-7998-4721-2.ch011","url":null,"abstract":"In this chapter, the authors present the approaches and benefits of integrating popular culture into the English language learning classroom. They provide background information on classroom use of technology and popular culture as well as student demographics. This chapter addresses counterarguments against the inclusion of popular culture for literacy development and explains why the advantages outweigh the concerns. Also discussing the teaching approaches that are supported by the incorporation of popular culture, the authors provide reasons and examples of effective curricula, including lessons, materials, and topics. The authors base their argument on research as well as personal experience to claim that the incorporation of popular culture will support linguistically and culturally responsive teaching approaches and will promote student engagement, connections, and motivation in ways that support learning for English language learners in both K-12 and higher education settings.","PeriodicalId":7293,"journal":{"name":"Advances in Early Childhood and K-12 Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79054310","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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