{"title":"Leveraging School and University Partnerships to Provide Accelerated English Language Arts Instruction to Gifted and High Potential Middle School Learners","authors":"Colleen S. Boyle, Ashley Y. Carpenter","doi":"10.1177/10762175231168440","DOIUrl":"https://doi.org/10.1177/10762175231168440","url":null,"abstract":"Project OCCAMS is an accelerated English language arts curriculum and delivery model for high ability middle school learners. This program was initially developed in a research-practitioner partnership with two universities and a state department of education. Over 6 years, it was implemented in Columbus City Schools, Ohio’s largest urban school district, through careful collaboration with the district’s gifted department and other district teams responsible for day-to-day school operations. This article explores strategies for establishing and sustaining partnerships among organizations, both externally and internally, to develop innovative programs to benefit gifted students, such as those developed during Project OCCAMS.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"201 - 210"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41532027","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":"Project OCCAMS: A Design-Based Research Partnership Leads to a Sustainable Model for Accelerating Diverse Learners","authors":"E. Calvert, P. Olszewski-Kubilius, Tracy L. Cross","doi":"10.1177/10762175231176444","DOIUrl":"https://doi.org/10.1177/10762175231176444","url":null,"abstract":"Design-based research is characterized as a methodology where the “outcomes” of research include new or (hopefully) improved interventions in addition to contributing to the development of theory. Rather than developing an intervention in isolation (“in vitro”) and then “piloting” the intervention to evaluate its efficacy, design-based research in education develops interventions significantly “in vivo,” and directly engages stakeholders such as learners, teachers, and local administrators, in the research and design process as collaborators (van den Akker, 2007). Project OCCAMS, an acronym for “Online Curriculum Consortium for Accelerating Middle School,” is a collaboration between university-based centers for gifted education and talent development and a diverse urban school district which adopted this approach in pursuit of a shared goal of increasing access to advanced learning opportunities for low income and diverse students in middle school and providing a new pathway for successful participation in college-level coursework in high school. The articles in this special issue collectively tell the story of the development of a novel language arts curriculum which compacts three grade levels of curriculum standards into a 2-year course of study. The program facilitates academic acceleration of many students otherwise ineligible for traditional gifted education services with a goal of placing bright but underserved students in diverse schools on a path that narrows achievement gaps with more advantaged subgroups and creates time in high school for learners to take fuller advantage of advanced learning optionsmorewidely available in high schools. The authors of these articles bring both higher education and K12 perspectives. They describe the evolution of Project OCCAMS from an experimental intervention originally perceived as somewhat radical to some practitioners to an institutionalized model that has become sustainable and has continued to grow its impact beyond the life of the grants that supported its early development. In the introductory article, Calvert, OlszewskiKubilius, Cross, and Cross describe the goals of Project OCCAMS and its theoretical underpinnings in research on academic acceleration (Steenbergen-Hu et al., 2016), talent development (Subotnik et al., 2021) and the Integrated CurriculumModel (VanTassel-Baska &Wood, 2010). The authors also describe how the features of Project OCCAMS respond to specific policy and structural barriers minoritized and low-income students face to participation in advanced learning opportunities. These barriers are identified through analyses of public data and state and local policies that unintentionally contribute to the persistent underrepresentation of diverse and lowincome learners in gifted education services and advanced coursework in secondary schools. In their article describing the content, development, and revision of the Project OCCAMS Accelerated Language Arts curriculum, Robins, Sang","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"157 - 158"},"PeriodicalIF":0.0,"publicationDate":"2023-06-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43124356","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":"Ready Coder One: Collaborative Game Design-Based Learning on Gifted Fourth Graders’ 21st Century Skills","authors":"Mary O’Grady-Jones, Michael M. Grant","doi":"10.1177/10762175221149259","DOIUrl":"https://doi.org/10.1177/10762175221149259","url":null,"abstract":"The purpose of this research was to describe the impact of digital game building on fourth grade gifted and talented students’ problem-solving, creativity, and collaboration skills. Increasingly, there has been a call to involve students in real-world experiences through projects that explore authentic issues using technology. Game design-based learning with its unique set of affordances may offer a path to integrating technology, computer science education, creativity, and problem-solving. Increasingly, the ability to create rather than just consume technology has gained attention linking creativity and collaboration to using coding language. In this study, data collection included student reflection journals, classroom observations, classroom video recordings, a focus group interview, and students’ games. Participants came from two GT classes (n = 45). Qualitative analysis identified five themes: overcoming challenges of group work, developing a culture of collaboration, creating narrative, and connecting science, problem-solving in Scratch’s coding environment, and reflecting on learning. Findings indicated involving gifted students in game design-based learning in science had a positive impact on student perceptions of problem-solving, creativity, and collaboration.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"84 - 107"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49099962","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":"From the Editor: Access and Equity","authors":"S. Johnsen","doi":"10.1177/10762175221150365","DOIUrl":"https://doi.org/10.1177/10762175221150365","url":null,"abstract":"Equity is a broad term, generally implying equity of opportunity, fairness, and justice. In gifted education, it is used frequently to describe inequities related to disproportionality of representation by students of color and students from low-income backgrounds in programs for gifted students. Often students who have had adverse childhood experiences such as poverty and poor health care or who live in more rural areas do not have access to challenging and engaging educational opportunities. Researchers in collaboration with practitioners have offered these suggestions for increasing equity and access to gifted education programs:","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"77 - 77"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65344265","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":"Technology Talent Development: Beyond an Hour of Code","authors":"Maryann R. Hebda","doi":"10.1177/10762175221149256","DOIUrl":"https://doi.org/10.1177/10762175221149256","url":null,"abstract":"As technologically gifted students apply their abilities to computer science, they naturally flow through the talent development stages of potential, competency, and expertise. Processes that have always been important for gifted students to learn as they develop potential are embedded in learning code, which engages the beginning programmer in rich and complex authentic projects (Housand et al., 2017). As stakeholders present opportunities for open-ended, creative processes and products, the Computer Science Teachers Association (CSTA; 2017) and International Society for Technology in Education (ISTE; 2016) Standards can form guidelines for gifted students to self-direct their education through technology. Learning to code results in both cognitive and psychosocial skill development, including creative and critical thinking, logical and systematic reasoning, positive risk-taking and processing of feedback, perseverance through challenges, social skills, and collaboration.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"108 - 118"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41609988","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":"Code Switching and Gifted Students","authors":"Tracy L. Cross","doi":"10.1177/10762175221151182","DOIUrl":"https://doi.org/10.1177/10762175221151182","url":null,"abstract":"Using examples of gifted students in specialized programs, the author discusses the phenomenon called “code switching.” Code switching is the name given to the process of alternating between one linguistic code and another. The author learned early on that most gifted students feel different from their nongifted peers, mostly about being more serious about learning, and develop social goals for themselves (standing out from others, blending in with others, disassociating from others). These goals guide their social coping strategies—behaviors to create a school environment that is relatively safe for them psychologically and potentially physically. The author concludes that code switching is an important skillset that can be taught and utilized effectively across a lifespan. The field of gifted education needs to support students with gifts and talents by more fully exploring code switching.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"146 - 149"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44454327","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":"The Case for Content-Based Curriculum for Advanced Learners","authors":"J. Vantassel-Baska","doi":"10.1177/10762175221149443","DOIUrl":"https://doi.org/10.1177/10762175221149443","url":null,"abstract":"All advanced learners deserve a content-based curriculum that will challenge them to learn more deeply and more broadly, that will enable connections to different domains of learning, and that will raise questions about the world. This article examines the reasons for educators not providing curricula to accommodate advanced learners, characteristics of a well-designed curriculum, and critical steps needed to ensure the effective implementation of such a curriculum for advanced learners.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"142 - 145"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"65344204","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":"Considerations for Professional Learning Supporting Teachers of the Gifted in Pedagogical Content Knowledge","authors":"Christine L. Weber, Emily L. Mofield","doi":"10.1177/10762175221149258","DOIUrl":"https://doi.org/10.1177/10762175221149258","url":null,"abstract":"Pedagogical content knowledge (PCK) requires that the teacher understands and applies not only knowledge about content, and not only knowledge about teaching strategies, but an intersection of the two. This article provides professional learning considerations for supporting teachers’ PCK and skills with gifted and high-potential students. These considerations are presented through the lens of the professional learning literature, the recent global principles of professional learning established by the World Council for Gifted and Talented Children, and the talent development paradigm. Two questions are addressed including: What is high-quality professional learning and how does it differ for educators of gifted learners? What needs to be emphasized when planning professional learning for supporting teachers’ PCK? The importance of strengthening teachers’ understanding of specific content knowledge and how to teach it through differentiated professional learning experiences using preassessments and then evaluating the effectiveness of those experiences are key for improving student results. Ongoing administrative support needs to be provided to teachers applying differentiated curricular and instructional approaches with gifted students.","PeriodicalId":52204,"journal":{"name":"Gifted Child Today","volume":"46 1","pages":"128 - 141"},"PeriodicalIF":0.0,"publicationDate":"2023-02-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44880961","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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