{"title":"在流行病中茁壮成长:资优学生的在线教学以及适应和创新的作用","authors":"Kimberly M. McCormick, Keri M. Guilbault","doi":"10.1177/1932202x231220052","DOIUrl":null,"url":null,"abstract":"During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.","PeriodicalId":46535,"journal":{"name":"Journal of Advanced Academics","volume":"25 42","pages":""},"PeriodicalIF":1.3000,"publicationDate":"2023-12-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation\",\"authors\":\"Kimberly M. McCormick, Keri M. Guilbault\",\"doi\":\"10.1177/1932202x231220052\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.\",\"PeriodicalId\":46535,\"journal\":{\"name\":\"Journal of Advanced Academics\",\"volume\":\"25 42\",\"pages\":\"\"},\"PeriodicalIF\":1.3000,\"publicationDate\":\"2023-12-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Advanced Academics\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/1932202x231220052\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q3\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Advanced Academics","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/1932202x231220052","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
Thriving Amidst the Pandemic: Teaching Gifted Students Online and the Role of Adaptation and Innovation
During the COVID-19 pandemic, schools across the globe shifted to emergency remote instruction. This mixed methods study explored gifted education teachers’ experiences and perspectives regarding remote instruction during the first year of the pandemic. Technology training, preparation in gifted education pedagogy, and teachers’ perceptions of their effectiveness during remote instruction were examined. Qualitative and quantitative data were collected from 310 teachers across 31 states using an online survey and focus groups. Results revealed that teachers augmented traditional instruction to include strategies that facilitated student interaction, enrichment opportunities, timely feedback, and social and emotional curriculum. Teachers who reported receiving sufficient technology training felt better able to integrate creativity into their virtual lessons. Two major themes emerged describing how educators optimized their teaching practices: (a) 24/7 Learning Environment and (b) Personalization. Recommendations include the need for continued professional learning for administrators and educators to advance remote learning for gifted learners.