scholarly journals An analysis of the impact of school closings on gifted services: Recommendations for meeting gifted students’ needs in a post-COVID-19 world

2021 ◽  
pp. 026142942110542
Author(s):  
Charlton Wolfgang ◽  
Daniel Snyderman
Keyword(s):  
School Districts ◽  
Emotional Health ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Qualitative Research Study ◽  
School Closings ◽  
Teachers And Parents ◽  
The Impact ◽  
Depth Interviews

Gifted support services were directly impacted by the COVID-19 shutdown in Spring 2020. This qualitative research study consisting of parents ( n = 110) and gifted support teachers ( n = 53) explored the impact on gifted students’ services and instruction. Utilizing surveys, open-ended response questions, and in-depth interviews, teachers and parents shared their thoughts and perceptions about challenge, enrichment, and students’ social-emotional health throughout the shutdown. Data analysis found that gifted services were directly impacted by the COVID-19 shutdown and parents and teachers shared that challenge and enrichment were lacking. However, data collected also showed that there is much potential to meet students’ academic and social-emotional needs virtually. Utilizing the data collected, a model was created to help teachers, parents, and school districts provide challenge, enrichment, and acceleration, as well as address social-emotional concerns in a virtual environment.

The storm after the storm: the long-term lingering impacts of hurricanes on schools

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Cassandra R. Davis ◽  
Sarah R. Cannon ◽  
Sarah C. Fuller
Keyword(s):  
North Carolina ◽  
Data Collection ◽  
Instructional Time ◽  
Emotional Needs ◽  
Social Emotional ◽  
Content Type ◽  
The North ◽  
State Education ◽  
The Impact

PurposeThe purpose of this paper is to identify and describe the long-term impacts of hurricanes on schools and discuss approaches to improving recovery efforts.Design/methodology/approachInterviews with 20 school districts in Texas and North Carolina after Hurricanes Harvey (2017) and Matthew (2016). In total, 115 interviews were conducted with teachers, principals, district superintendents and representatives from state education agencies. Interview questions focused on the impact of storms and strategies for recovery.FindingsThe authors uncovered three long-term impacts of hurricanes on schools: (1) constrained instructional time, (2) increased social-emotional needs and (3) the need to support educators.Research limitations/implicationsThis paper focuses on two storms, in two states, in two successive years. Data collection occurred in Texas, one academic year after the storm. As compared to the North Carolina, data collection occurred almost two academic years after the storm.Practical implicationsThis paper illuminates strategies for stakeholders to implement and expedite hurricane recovery through; (1) updating curricula plans, (2) providing long-term counselors and (3) supporting educators in and out of school.Originality/valueTo date, very few studies have explored the ways in which schools face long-term impacts following a disaster. This paper provides insight to the challenges that prolong the impacts of disasters and impede recovery in schools. With hurricanes and related disasters continuing to affect schooling communities, more research is needed to identify the best ways to support schools, months to years after an event.

Effects of Site-Based Management on the Instructional Program

1994 ◽  
Vol 4 (3) ◽  
pp. 311-329 ◽  
Author(s):  
Martha N. Ovando
Keyword(s):  
School Districts ◽  
Staff Development ◽  
Curriculum And Instruction ◽  
Formative Evaluation ◽  
Instructional Program ◽  
Management Approach ◽  
Site Based Management ◽  
Teachers And Parents ◽  
The Impact

Given the apparent mixed results reported by previous studies (David, 1989; Hellinger, Murphy and Hausman, 1992; Jenni and Mauriel, 1990; Malen, Ogawa, and Kranz, 1990), this exploratory study attempted to examine the extent to which schools using a site-based management approach were engaged in decision making associated with curriculum and instruction, what roles teachers were playing, and what strategies were employed to assure the quality of the instructional program. It was conducted following a qualitative approach in order to understand respondents’ perspectives (Patton, 1990). Data were collected by means of extensive interviews with board members, district office personnel, principals, teachers, and parents from six school districts. These school districts were selected based on their reputation for having adopted a decentralized approach to school management. The findings of this study suggest that the participating schools are progressively addressing curriculum and instruction themes as they are developmentally ready. It was found that whereas schools have considerable freedom, school districts are providing “curriculum framework and guidelines” to assure an overall direction for the school district. Teachers are engaging in a variety of “non-teaching” roles as they introduce curriculum and instruction changes. Schools are using different strategies to maintain the quality of the instructional program, with staff development being the most common strategy. Needs assessment, campus planning, formative evaluation, and summative evaluation are other strategies used by these schools. Apparently, site-based management schools are making progress in addressing curriculum and instruction to meet their students’ needs; however, there is a need to study further how curriculum and instruction changes affect student academic achievement. Additionally, the impact of the changing roles of teachers on their teaching performance and on instruction should be studied.

A Qualitative Meta-Analysis of Research into the Underachievement of Gifted Boys

2020 ◽  
pp. 6-22
Keyword(s):  
Meta Analysis ◽  
Gifted Students ◽  
Research Literature ◽  
Gifted Children ◽  
Social Emotional ◽  
Academic Underachievement ◽  
Children And Young People ◽  
Emotional Factors ◽  
The Impact ◽  
Considerable Concern

Academic underachievement among children and young people is an area of considerable concern, and it is often linked to particular groups. Two groups that have attracted concern when it comes to underachievement are gifted children and boys. This study examines the intersection between the underachievement of these two groups by examining underachievement among intellectually gifted boys. A meta-analysis of the research literature concerning underachievement in gifted boys was conducted to identify factors that may be associated with this phenomenon. The findings suggest that underachievement in gifted boys may be primarily caused by social emotional factors, rather than by factors of their educational environment. It is noted that the factors relating to underachievement in gifted students have only been studied in a limited way, and this research addresses part of that gap. Further areas of study – in particular the impact of twice-exceptionality and of bullying on underachievement - are suggested for future study.

Improving Education for African American Gifted Students Through African American Intellectualism

2022 ◽  
pp. 120-134
Author(s):  
Pamela Lovett
Keyword(s):  
African American ◽  
Gifted Education ◽  
Culturally Relevant ◽  
Learning Experiences ◽  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Culturally Relevant Practices ◽  
Curricular Models

Researchers have consistently advocated for more culturally relevant and responsive practices in gifted education to better meet the academic and social-emotional needs of Black gifted students. This chapter provides overviews of contemporary views of culturally relevant practices but also provides alternative perspectives of the elements that comprise culturally relevant experiences for Black gifted students by exploring the lives and work of early Black gifted scholars. Recommendations for designing culturally relevant and responsive learning experiences by utilizing elements of African American intellectualism along with curricular models from gifted education will be discussed and shared.

scholarly journals How Marital Status Shapes Grandparenting Children With Disabilities

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 242-242
Author(s):  
Madonna Harrington Meyer
Keyword(s):  
Marital Status ◽  
Children With Disabilities ◽  
Care Work ◽  
Social Policies ◽  
Social Emotional ◽  
Levels Of Care ◽  
Care And Support ◽  
Financial Impacts ◽  
The Impact ◽  
Depth Interviews

Abstract How does marital status shape grandparent care work when grandchildren have disabilities? Based on 50 in-depth interviews with grandparents who provide various types of care for grandchildren with disabilities, we find that marital status shapes care work in three distinct ways: (1) Many who are married describe both grandparents working as a team to provide vital care; (2) Some who are married describe spouses, primarily grandfathers, who are either unable or unwilling to provide care; and (3) Many who are not married, primarily grandmothers, describe providing relatively high levels of care and support despite relatively low resources. While nearly all report a great deal of joy and satisfaction with their care work, those who are single, have greater care responsibilities, and fewer resources are more likely to report adverse social, emotional, physical, and financial impacts. More robust social policies could alleviate the impact of marital status on grandparent care work.

Educational Careers for Gifted Students in Sweden

1998 ◽  
Vol 12 (3) ◽  
pp. 175-184 ◽  
Author(s):  
Sven-Eric Reuterberg
Keyword(s):  
Higher Education ◽  
Representative Sample ◽  
Gifted Students ◽  
Economic Factors ◽  
Self Evaluation ◽  
Nationally Representative ◽  
Teachers And Parents ◽  
The Impact ◽  
Educational Careers

The 10 per cent most able students from a nationally representative sample of Swedes is followed up from the age of 13 to the age of 26. The study aims at investigating the impact of different factors, i.e. school marks, support from teachers and parents, attitudes to school, self evaluation of achievement, and economic factors on entrance into higher education.

Social/Emotional Needs: Gifted Sensitivity to Criticism

1994 ◽  
Vol 17 (3) ◽  
pp. 24-25 ◽  
Author(s):  
Tracy Cross ◽  
Sal Mendaglio
Keyword(s):  
Gifted Students ◽  
Emotional Needs ◽  
Social Emotional ◽  
Social And Emotional ◽  
The Third ◽  
The Social ◽  
University Of Calgary ◽  
The University

Welcome to the third column focusing on the social and emotional needs of gifted students. As I indicated in the first column, I have asked a friend, Dr. Sal Mendaglio from the University of Calgary, to share some of his thoughts and experiences counseling gifted students. Sal has been working on the topic of sensitivity for some time. Having talked at length with him about his ideas, I felt that this column would be an ideal vehicle for him to put forth his ideas. Enjoy.

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