{"title":"Adaptive Learning to Maximize Gifted Education: Teacher Perceptions, Practices, and Experiences","authors":"Saltanat Mukhamadiyeva, Daniel Hernández-Torrano","doi":"10.1177/1932202x241253166","DOIUrl":"https://doi.org/10.1177/1932202x241253166","url":null,"abstract":"This study explores teachers’ perceptions, strategies, and experiences integrating adaptive learning (AL) in gifted education. The results revealed that teachers regard AL as a valuable technology-driven approach to enhance quality teaching and student outcomes for all students, not just gifted learners. Teachers employ multiple strategies to implement AL and cite multiple benefits, including personalization of instruction, promoting independent learning, tailored feedback, creating stimulating learning opportunities, and streamlining evaluative procedures, especially when combined with more traditional pedagogical approaches. However, teachers also face challenges derived from insufficient training, limited access to technology, uncertainty in selecting materials, and maintaining students engaged over extended periods. Additionally, teachers are aware of potential risks to student health, relationships, and academic integrity. Findings are discussed, and implications for the effective implementation of AL in gifted education are presented.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"26 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140968668","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}
{"title":"Unequal Access to the Mathematics Course Ladder for Rural Students in the Southern States","authors":"Jin Lee, Charlotte LaHaye","doi":"10.1177/1932202x241241355","DOIUrl":"https://doi.org/10.1177/1932202x241241355","url":null,"abstract":"A lack of access to a sequence of introductory to top-level curricula in rural schools has widened the achievement disparity between rural and urban students and influenced the number of college degree holders in rural areas. Recently, surging diversity and differentiation in income levels across nonurbanized areas can serve as determinants of the development of academically rigorous course pipelines in rural schools. This study examines differentiation in spatial access to the curriculum ladder for rigorous mathematics in three southern U.S. states during the 2017–18 school year: Alabama, Arkansas, and Mississippi. Policy variations in these states yield different effects on the sequence of rigorous mathematics courses in rural high schools. Given that the mathematics course pipeline reinforces college access, access to academically challenging courses likely outweighs the rural disadvantages of college readiness in non-urban students and the persistence of inequality in public education.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"62 23","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140376613","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}
{"title":"35(2) The Editorial Word: Thrive","authors":"Angela M. Novak","doi":"10.1177/1932202x241237901","DOIUrl":"https://doi.org/10.1177/1932202x241237901","url":null,"abstract":"","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"134 24","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140078421","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}
{"title":"Teachers’ Perceptions of Mathematical Discourse","authors":"Stacy M. Hayden, Kelly Kearney, E. J. Gubbins","doi":"10.1177/1932202x241236381","DOIUrl":"https://doi.org/10.1177/1932202x241236381","url":null,"abstract":"This article analyzes teachers’ perceptions and experiences using an educative curriculum designed to promote high levels of mathematical discourse. After participating in 2 days of professional learning, grade 3 teachers implemented a predifferentiated and enriched mathematics unit in their classroom. The curriculum was designed to be educative, meaning that teaching it served as professional learning. During implementation, researchers conducted an observation of each treatment teacher and after implementation was complete teachers participated in a post interview about their experiences. Findings from this qualitative study indicate that after teaching the curriculum teachers understood the value of oral discourse and how to implement it in their classroom and could identify student benefits from participating in this type of curriculum. This study illuminates promising practices that may support teachers in implementing research-based best practices.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"107 25","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-03-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140079403","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}
{"title":"South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education","authors":"Heejin Woo, Therese M. Cumming, Sue O’Neill","doi":"10.1177/1932202x241230712","DOIUrl":"https://doi.org/10.1177/1932202x241230712","url":null,"abstract":"Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"43 47","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798440","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}
{"title":"South Korean University Lecturers’ Opinions About Initial Teacher Education in Gifted Education","authors":"Heejin Woo, Therese M. Cumming, Sue O’Neill","doi":"10.1177/1932202x241230712","DOIUrl":"https://doi.org/10.1177/1932202x241230712","url":null,"abstract":"Despite the importance of initial teacher training, no primary education courses in South Korean universities provide a compulsory course in gifted education and elective courses are limited. Individual in-depth interviews with seven lecturers of gifted education courses were conducted to elicit their opinions about initial teacher education in gifted education. The lecturer interviewees suggested that there should be more of an emphasis on gifted education in initial teacher education programs. They also emphasized the importance of practical teaching experience with gifted students. The expansion of initial teacher education in gifted education in South Korea has the potential to improve preservice teachers’ understanding gifted students, ultimately improving the outcomes of this population.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"14 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139857970","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}
{"title":"Tinkercad Circuits Platform-Based Learning Experiences of Gifted Students in the Emergency Distance Education Process","authors":"Cengiz Tuysuz, Nurettin Can Bodur, I. Ugulu","doi":"10.1177/1932202x241230589","DOIUrl":"https://doi.org/10.1177/1932202x241230589","url":null,"abstract":"An issue arising in emergency distance education procedures, such as the response to the COVID-19 pandemic, is a lack of appropriate high-quality content and course activities for high ability students suitable for distance education. In this study, online CAD-based learning experiences structured with the Tinkercad Circuits Platform designed for gifted students were investigated based on the opinions of students regarding the distance education activity and the evaluations of the students’ scientific writing skills. This study used a single case holistic design with 10 gifted 6th-grade students at Usak Science and Art Center in Türkiye. All of the students stated that they had not previously encountered an activity such as the “smart air conditioning system”. The students also stated that although the activity was carried out in the form of distance education, it was positive and fun to be application-based, and that it was fun to research, discuss, design, and code with Tinkercad to look for a solution to the given problem. The evaluation of students’ products showed participants’ high level of proficiency in activities requiring advanced problem-solving skills, including planning the solution to the problem, creating an alternative plan for the solution, realizing, and evaluating the design.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"85 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139798744","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}
{"title":"Tinkercad Circuits Platform-Based Learning Experiences of Gifted Students in the Emergency Distance Education Process","authors":"Cengiz Tuysuz, Nurettin Can Bodur, I. Ugulu","doi":"10.1177/1932202x241230589","DOIUrl":"https://doi.org/10.1177/1932202x241230589","url":null,"abstract":"An issue arising in emergency distance education procedures, such as the response to the COVID-19 pandemic, is a lack of appropriate high-quality content and course activities for high ability students suitable for distance education. In this study, online CAD-based learning experiences structured with the Tinkercad Circuits Platform designed for gifted students were investigated based on the opinions of students regarding the distance education activity and the evaluations of the students’ scientific writing skills. This study used a single case holistic design with 10 gifted 6th-grade students at Usak Science and Art Center in Türkiye. All of the students stated that they had not previously encountered an activity such as the “smart air conditioning system”. The students also stated that although the activity was carried out in the form of distance education, it was positive and fun to be application-based, and that it was fun to research, discuss, design, and code with Tinkercad to look for a solution to the given problem. The evaluation of students’ products showed participants’ high level of proficiency in activities requiring advanced problem-solving skills, including planning the solution to the problem, creating an alternative plan for the solution, realizing, and evaluating the design.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"278 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139858598","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}
{"title":"A Qualitative Study on the Socialization and Transitions of Early College High School Graduates in Texas","authors":"Stephanie Cuellar, T. Allen","doi":"10.1177/1932202x241229450","DOIUrl":"https://doi.org/10.1177/1932202x241229450","url":null,"abstract":"Early College High Schools (ECs) are growing in popularity as an affordable avenue for students to obtain up to an associate's degree while in high school in Texas. Using Merton's (1966) Anticipatory Socialization Theory, this study investigated how ECs shaped 13 graduates’ social behaviors and norms while in high school, and then how they leveraged those behaviors in their transition to college. Results indicate that while ECs proved to be a supportive environment with nurturing teachers, these programs deemphasized social activities, leading to varying preparation of the social skills necessary for college fully. Recommendations for practice and future research are provided.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"29 16","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139881514","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}
{"title":"A Qualitative Study on the Socialization and Transitions of Early College High School Graduates in Texas","authors":"Stephanie Cuellar, T. Allen","doi":"10.1177/1932202x241229450","DOIUrl":"https://doi.org/10.1177/1932202x241229450","url":null,"abstract":"Early College High Schools (ECs) are growing in popularity as an affordable avenue for students to obtain up to an associate's degree while in high school in Texas. Using Merton's (1966) Anticipatory Socialization Theory, this study investigated how ECs shaped 13 graduates’ social behaviors and norms while in high school, and then how they leveraged those behaviors in their transition to college. Results indicate that while ECs proved to be a supportive environment with nurturing teachers, these programs deemphasized social activities, leading to varying preparation of the social skills necessary for college fully. Recommendations for practice and future research are provided.","PeriodicalId":508153,"journal":{"name":"Journal of Advanced Academics","volume":"68 ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139821639","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}