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Resultados 4 recursos
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This qualitative study sought to examine the perceptions of parents of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.
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This qualitative study sought to examine the perceptions of parents and caregivers of young highly to profoundly gifted learners regarding their child’s social and emotional characteristics and related needs. A phenomenological design was used to collect data from a purposive sample of 12 parents of highly to profoundly gifted children aged 6 – 8 through semi-structured interviews. Data were analyzed using thematic analysis and generated four overarching themes including (a) social-emotional complexity and intensity; (b) nurturing needs during early elementary school; (c) seeking community and understanding; and (d) misunderstanding and misconceptions of HG/PG children. Findings from this study inform educators, counselors, therapists, and related service providers of the lived experiences of families of highly to profoundly gifted children and their needs.
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Artificial intelligence (AI) has the potential to revolutionize education by promoting personalized learning experiences and enhancing educators’ efficiency. Generative AI tools like ChatGPT are increasingly used by K-12 teachers for lesson planning, differentiated instruction, and automated feedback. This article examines how ChatGPT, in alignment with the National Association for Gifted Children (NAGC) standards, can be used to address the unique cognitive and affective needs of secondary gifted learners. Case studies provide examples of how to use ChatGPT to facilitate differentiation, personalized learning, support independent research, and provide virtual mentorship. The importance of prompt engineering is emphasized and encouragement of critical thinking skills when using AI tools. By integrating human expertise with AI capabilities, educators can enhance the mentorship experience, foster reflective learning, and cultivate future-ready leaders.
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Central office coordinators of advanced academics and gifted education programs—otherwise known as district gifted education coordinators (DGECs)—play an important role in closing excellence gaps, promoting achievement for all learners, and ensuring equity in gifted education programs and advanced courses. Training and preparation programs for educational leaders tend to focus on the skills needed for the principalship or superintendency, overlooking the needs of those who play vital roles in middle-management in school systems across the United States, such as DGECs. In this article, we propose a model for training DGECs that considers the distinct responsibilities required for the position of DGEC and a grounding in strong equity, so that DGECs can be better leveraged as change agents for equity in their districts.
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Tipo de recurso
- Journal Article (2)
- Preprint (2)