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Direct linkLockhart, Kari; Meyer, Melanie S.; Crutchfield, Kacey – Journal of Advanced Academics, 2022
Programs for gifted and talented education should be guided by research-based practices, but states' policies vary in their recommendations for programming, and in how they hold local education agencies accountable for implementing those recommendations. State plans for gifted and talented education rely on the voluntary compliance of districts to…
Descriptors: Academically Gifted, Gifted Education, State Policy, School Districts
Gilson, Cindy M.; Polly, Drew; Strong, Kellan W. – Journal of Advanced Academics, 2022
Effective professional learning (PL) practices are essential for promoting experienced and talented teachers' continued growth, and ultimately, supporting student achievement, including gifted students. In this qualitative case study, we interviewed and surveyed 32 public and private school PK-12 teachers, an Executive Director, and a Board Member…
Descriptors: Elementary School Teachers, Secondary School Teachers, Teacher Attitudes, Faculty Development
Trinter, Christine P.; Moon, Tonya R.; Brighton, Catherine M. – Journal of Advanced Academics, 2015
The purpose of this qualitative study was to provide empirical evidence of the extent to which the types of tasks recommended by Sheffield for eliciting characteristics of mathematical promise allowed for the manifestation of these characteristics in primary-grade students within a problem-based learning (PBL) context. Data included student work…
Descriptors: Mathematics Instruction, Elementary School Mathematics, Problem Based Learning, Problem Solving
