A survey of classroom practices with third and fourth grade students in the United States

The Classroom Practices Observational Study conducted by The National Research Center on the Gifted and Talented (NRC/GT) examined the instructional and curricular practices used with gifted and talented students in regular elementary classrooms throughout the United States. This article describes the procedures used in this study and the results obtained from systematic observations in 46 third or fourth grade classrooms. The observations were designed to determine if and how classroom teachers meet the needs of gifted and talented students in the regular classroom. Two students, one gifted and talented and one average ability student, were selected as target students for each observation day. The Classroom Practices Record (CPR) was developed to document the types and frequencies of differentiated instruction that gifted students receive through modifications in curricular activities, materials, and teacher-student verbal interactions. Descriptive statistics and chi-square procedures were used to analyze the CPR data. The results indicated little differentiation in the instructional and curricular practices, grouping arrangements, and verbal interactions for gifted and talented students in the regular classroom. Across five subject areas and 92 observation days, the observed gifted and talented students experienced no instructional or curricular differentiation in 84% of their instructional activities.

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Classroom Practices Used with Gifted Third and Fourth Grade Students

journal for the education of the gifted ◽

10.1177/016235329301600203 ◽

1993 ◽

Vol 16 (2) ◽

pp. 103-119 ◽

Cited By ~ 56

Author(s):

Francis X. Archambault ◽

Karen L. Westberg ◽

Scott W. Brown ◽

Bryan W. Hallmark ◽

Wanli Zhang ◽

...

Keyword(s):

Public Schools ◽

Gifted And Talented ◽

Classroom Practices ◽

Gifted Students ◽

Fourth Grade ◽

Classroom Teachers ◽

Regular Classrooms ◽

Fourth Grade Students ◽

High Concentrations ◽

Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

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Historical Overview of Adult Gifted Education in the United States

Special and Gifted Education ◽

10.4018/978-1-5225-0034-6.ch001 ◽

2016 ◽

pp. 1-10

Author(s):

Judith Bazler ◽

Letitia Graybill ◽

Meta Van Sickle

Keyword(s):

United States ◽

Gifted And Talented ◽

Basic Education ◽

The United States ◽

Gifted And Talented Education ◽

Talented Students ◽

K 12 ◽

The University ◽

Assessment Strategies ◽

Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

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What Defines Giftedness and Talent

Identifying, Describing, and Developing Teachers Who Are Gifted and Talented - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-5879-8.ch001 ◽

2019 ◽

pp. 1-11

Author(s):

Julie D. Swanson

Keyword(s):

United States ◽

Longitudinal Studies ◽

Gifted And Talented ◽

The United States ◽

Research And Practice ◽

Theoretical Examination ◽

Talent Search ◽

International Perspectives ◽

Definition Of ◽

Talented Students

The author explores the definition of gifted and talented through a theoretical lens, an operational lens, with international perspectives, and through research and practice examples. This chapter opens the discussion of what gifted and talented is, with a review of prominent models of intelligence, giftedness, and talent. After a theoretical examination of the question, a discussion of operational definitions of who are gifted and talented follows. This section of the chapter will highlight traditional and non-traditional views and the processes used to identify gifted and talented students for services in the United States, Australia, Ireland, and China. The chapter will conclude with a synthesis of what is known about gifted and talented adults, addressing a review of research studies on eminence, discussion of longitudinal studies on talent search programs, and description of specific programs for gifted and talented adults, such as Mensa International.

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Historical Overview of Adult Gifted Education in the United States

Cases on Instructional Technology in Gifted and Talented Education - Advances in Early Childhood and K-12 Education ◽

10.4018/978-1-4666-6489-0.ch002 ◽

2015 ◽

pp. 17-29

Author(s):

Judith Ann Bazler ◽

Letitia Graybill ◽

Meta Lee Van Sickle

Keyword(s):

United States ◽

Gifted And Talented ◽

Basic Education ◽

The United States ◽

Gifted And Talented Education ◽

Talented Students ◽

K 12 ◽

The University ◽

Assessment Strategies ◽

Special Needs Services

Giftedness is not present only in childhood. It persists for a lifetime. However, even though most colleges/universities provide special needs services for appropriate students, most if not all college faculty might not believe it necessary to provide any accommodations for gifted/talented students either at undergraduate or at the graduate level. In order to accommodate one or more gifted/talented students in a class, faculty need to rethink their pedagogy and assessment strategies. At the college/university level accommodations are usually absent because faculty do not perceive a need to do so in their courses. In courses for pre-service teachers, some instructors provide practices in courses including how to teach gifted and talented students in basic education settings for K-12 grades. This chapter presents a brief overview of gifted and talented education in the United States focusing more specifically on gifted and talented at the university (or adult) level.

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Perceived Changes in Sexuality during the COVID-19 Pandemic among Adults in the United States

Sexes ◽

10.3390/sexes2030026 ◽

2021 ◽

Vol 2 (3) ◽

pp. 331-344

Author(s):

Jessamyn Bowling ◽

Erika Montanaro ◽

Sarai Guerrero-Ordonez ◽

Stuti Joshi ◽

Diana Gioia

Keyword(s):

United States ◽

Sexual Behavior ◽

Qualitative Study ◽

Social Interactions ◽

Nationwide Survey ◽

The United States ◽

Self Reflection ◽

Sex Drive ◽

Stress Changes ◽

Sexual Experimentation

In the United States, the COVID-19 pandemic has decreased partnered sexual behavior and increased the use of enhancement (e.g., toys). This has been partly attributed to reduced social interactions and stress. However, individuals’ perceptions of changes are missing in research. This study aims to examine how adults perceive changes in their sexuality during the pandemic. We conducted a nationwide survey of US adults from April–June 2020 (N = 326). This qualitative study examines the open-ended responses using thematic analyses. The following themes emerged from the data: (1) changes in the purpose of sex; (2) changes in sexual identity; (3) decreases in sex drive and desire; (4) increases in sex drive and desire; (5) fluctuations in sex drive and desire; (6) increased sexual experimentation and reflection. The stress, changes in home responsibilities and living situations, and time spent with partners (more or less) has affected individuals by increasing or decreasing their sex drive and desire. Participants responded to changes with self-reflection and awareness, and incorporating new practices (e.g., technology, kink). The purpose of sex has shifted in order to gain intimacy or connect, or to pass time. These changes were perceived as both positive and negative, and more research is needed to determine the durability of these changes.

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Didactic education in paediatric cardiology during the COVID-19 pandemic: a national fellow survey

Cardiology in the Young ◽

10.1017/s1047951120003996 ◽

2020 ◽

pp. 1-4

Author(s):

Madhusudan Ganigara ◽

Chetan Sharma ◽

Fernando Molina Berganza ◽

Krittika Joshi ◽

Andrew D. Blaufox ◽

...

Keyword(s):

United States ◽

Online Learning ◽

United States Of America ◽

Formal Education ◽

Medical Training ◽

Nationwide Survey ◽

The United States ◽

Negative Consequences ◽

Paediatric Cardiology ◽

The Impact

Abstract The coronavirus disease 2019 (COVID-19) pandemic has had a profound impact on medical educational curricula. We aimed to examine the impact of these unprecedented changes on the formal education of paediatric cardiology fellows through a nationwide survey. A REDCap™-based voluntary anonymous survey was sent to all current paediatric cardiology fellows in the United States of America in May, 2020. Of 143 respondents, 121 were categorical fellows, representing over one-fourth of all categorical paediatric cardiology fellows in the United States of America. Nearly all (140/143, 97.9%) respondents utilised online learning during the pandemic, with 134 (93.7%) reporting an increase in use compared to pre-pandemic. The percentage of respondents reporting curriculum supplementation with outside lectures increased from 11.9 to 88.8% during the pandemic. Respondents considered online learning to be “equally or more effective” than in-person lectures in convenience (133/142, 93.7%), improving fellow attendance (132/142, 93.0%), improving non-fellow attendance (126/143, 88.1%), and meeting individual learning needs (101/143, 70.6%). The pandemic positively affected the lecture curriculum of 83 respondents (58.0%), with 35 (24.5%) reporting no change and 25 (17.5%) reporting a negative effect. A positive effect was most noted by those whose programmes utilised supplemental outside lectures (62.2 versus 25.0%, p = 0.004) and those whose lecture frequency did not decrease (65.1 versus 5.9%, p < 0.001). Restrictions imposed by the COVID-19 pandemic have greatly increased utilisation of online learning platforms by medical training programmes. This survey reveals that an online lecture curriculum, despite inherent obstacles, offers advantages that may mitigate some negative consequences of the pandemic on fellowship education.

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A Nationwide Survey of COVID-19 Testing in LGBTQ+ Populations in the United States

Public Health Reports ◽

10.1177/00333549211018190 ◽

2021 ◽

pp. 003335492110181

Author(s):

Richard J. Martino ◽

Kristen D. Krause ◽

Marybec Griffin ◽

Caleb LoSchiavo ◽

Camilla Comer-Carruthers ◽

...

Keyword(s):

United States ◽

Gay Men ◽

Antibody Test ◽

Nationwide Survey ◽

The United States ◽

Sociodemographic Characteristics ◽

Full Time ◽

Test Results ◽

Antibody Testing ◽

And Gender

Objectives Lesbian, gay, bisexual, transgender, or queer and questioning (LGBTQ+) people and populations face myriad health disparities that are likely to be evident during the COVID-19 pandemic. The objectives of our study were to describe patterns of COVID-19 testing among LGBTQ+ people and to differentiate rates of COVID-19 testing and test results by sociodemographic characteristics. Methods Participants residing in the United States and US territories (N = 1090) aged ≥18 completed an internet-based survey from May through July 2020 that assessed COVID-19 testing and test results and sociodemographic characteristics, including sexual orientation and gender identity (SOGI). We analyzed data on receipt and results of polymerase chain reaction (PCR) and antibody testing for SARS-CoV-2 and symptoms of COVID-19 in relation to sociodemographic characteristics. Results Of the 1090 participants, 182 (16.7%) received a PCR test; of these, 16 (8.8%) had a positive test result. Of the 124 (11.4%) who received an antibody test, 45 (36.3%) had antibodies. Rates of PCR testing were higher among participants who were non–US-born (25.4%) versus US-born (16.3%) and employed full-time or part-time (18.5%) versus unemployed (10.8%). Antibody testing rates were higher among gay cisgender men (17.2%) versus other SOGI groups, non–US-born (25.4%) versus US-born participants, employed (12.6%) versus unemployed participants, and participants residing in the Northeast (20.0%) versus other regions. Among SOGI groups with sufficient cell sizes (n > 10), positive PCR results were highest among cisgender gay men (16.1%). Conclusions The differential patterns of testing and positivity, particularly among gay men in our sample, confirm the need to create COVID-19 public health messaging and programming that attend to the LGBTQ+ population.

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