Interrupted Programming: The Impact of School Shutdown on Gifted Student Identification and Services.
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| Title: | Interrupted Programming: The Impact of School Shutdown on Gifted Student Identification and Services. |
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| Authors: | Dailey, Debbie1 (AUTHOR) ddailey@uca.edu, Cotabish, Alicia1 (AUTHOR), Buchanan, Michelle1 (AUTHOR), Marshall, Laura1 (AUTHOR) |
| Source: | Journal of Advanced Academics. May2024, Vol. 35 Issue 2, p263-289. 27p. |
| Subject Terms: | *Gifted persons, *Services for students, *Educational accountability, Pandemics |
| Geographic Terms: | Arkansas |
| Abstract: | This mixed-methods study investigated the pandemic's impact on gifted identification among Arkansas's demographic groups and gifted services. The provision of gifted services during the pandemic varied, leading to differences in instructional practices and technology access. Nomination and identification processes were disrupted, hindering the recognition of giftedness, especially among underrepresented populations, and this was reflected in the identification numbers. Participants indicated that the pandemic has led to decreased funding for gifted programs, reduced administrator support, less time for students to participate in gifted classes, and increased responsibilities for gifted teachers. These factors have left teachers feeling overwhelmed and resulted in decreased student engagement, more behavioral issues, and academic struggles. The diversion of resources and priorities away from gifted education further exacerbated the inequities in gifted programs. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Advanced Academics is the property of Sage Publications Inc. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This mixed-methods study investigated the pandemic's impact on gifted identification among Arkansas's demographic groups and gifted services. The provision of gifted services during the pandemic varied, leading to differences in instructional practices and technology access. Nomination and identification processes were disrupted, hindering the recognition of giftedness, especially among underrepresented populations, and this was reflected in the identification numbers. Participants indicated that the pandemic has led to decreased funding for gifted programs, reduced administrator support, less time for students to participate in gifted classes, and increased responsibilities for gifted teachers. These factors have left teachers feeling overwhelmed and resulted in decreased student engagement, more behavioral issues, and academic struggles. The diversion of resources and priorities away from gifted education further exacerbated the inequities in gifted programs. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 1932202X |
| DOI: | 10.1177/1932202X241232724 |
