Supporting Elementary Gifted Learners during the COVID-19 Pandemic: A Survey of Teaching Practices

Autor/inn/en	Guilbault, Keri M.; McCormick, Kimberly
Titel	Supporting Elementary Gifted Learners during the COVID-19 Pandemic: A Survey of Teaching Practices
Quelle	In: Gifted Education International, 38 (2022) 1, S.115-137 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Guilbault, Keri M.) ORCID (McCormick, Kimberly)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0261-4294
DOI	10.1177/02614294211070075
Schlagwörter	Academically Gifted; Gifted Education; Barriers; Elementary School Students; Teaching Methods; COVID-19; Pandemics; Elementary School Teachers; School Closing; Distance Education; Online Courses; Educational Technology; Electronic Learning; Individualized Instruction; Student Needs; Adjustment (to Environment); Educational Change; Teacher Attitudes + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; School closings; Schule; Schließung; Schließung (von Schulen); Distance study; Distance learning; Fernunterricht; Online course; Online-Kurs; Unterrichtsmedien; Individualisierender Unterricht; Bildungsreform; Lehrerverhalten
Abstract	The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school closings. Focus groups were utilized to further explore how the COVID-19 pandemic impacted the work of teachers of the gifted in their schools. Educators shared lessons learned from this experience related to (a) a better understanding of how to utilize remote instruction, (b) reimagining the gifted education classroom, and (c) use of a variety of strategies to provide more student choice, differentiation, and individualized pace. Results from this study provide insights that can guide educators, curriculum specialists, and school administrators to improve online instruction for gifted learners in the future. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01