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Beyond Content: An Exploration of Teachers' Practices for Supporting Academically Advanced Students in Elective High School Classrooms.

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Title: Beyond Content: An Exploration of Teachers' Practices for Supporting Academically Advanced Students in Elective High School Classrooms.
Authors: Hill, Travis D.1 (AUTHOR) travishill@my.unt.edu, Ellis, Andria1 (AUTHOR)
Source: Journal of Advanced Academics. May2026, Vol. 37 Issue 2, p332-363. 32p.
Subject Terms: *Gifted & talented education, *Teacher attitudes, *Individualized instruction, *Academic enrichment, *Secondary education, *Talented students, Psychological factors
Abstract: This study reflects on secondary elective teachers' perceptions of their roles in supporting academically advanced students in mixed-ability classrooms. Despite many states mandating gifted education, services and teacher training vary. The current study uses an interpretative phenomenological analytical approach, focusing on secondary elective teachers within a North Texas district. Through semi-structured interviews, the research investigates instructional differentiation, grouping, and rigor to understand how teachers address advanced learners' needs and their overall attitudes toward gifted education. The researchers identified four themes, which highlighted teachers' use of instructional strategies, the flexibility in elective settings to adapt learning experiences, several psychosocial characteristics of their gifted-identified students, and varying perceptions of students' needs. [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.)
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  Data: Beyond Content: An Exploration of Teachers' Practices for Supporting Academically Advanced Students in Elective High School Classrooms.
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  Data: <searchLink fieldCode="AR" term="%22Hill%2C+Travis+D%2E%22">Hill, Travis D.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> travishill@my.unt.edu</i><br /><searchLink fieldCode="AR" term="%22Ellis%2C+Andria%22">Ellis, Andria</searchLink><relatesTo>1</relatesTo> (AUTHOR)
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Advanced+Academics%22">Journal of Advanced Academics</searchLink>. May2026, Vol. 37 Issue 2, p332-363. 32p.
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  Data: *<searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+attitudes%22">Teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+enrichment%22">Academic enrichment</searchLink><br />*<searchLink fieldCode="DE" term="%22Secondary+education%22">Secondary education</searchLink><br />*<searchLink fieldCode="DE" term="%22Talented+students%22">Talented students</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+factors%22">Psychological factors</searchLink>
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  Data: This study reflects on secondary elective teachers' perceptions of their roles in supporting academically advanced students in mixed-ability classrooms. Despite many states mandating gifted education, services and teacher training vary. The current study uses an interpretative phenomenological analytical approach, focusing on secondary elective teachers within a North Texas district. Through semi-structured interviews, the research investigates instructional differentiation, grouping, and rigor to understand how teachers address advanced learners' needs and their overall attitudes toward gifted education. The researchers identified four themes, which highlighted teachers' use of instructional strategies, the flexibility in elective settings to adapt learning experiences, several psychosocial characteristics of their gifted-identified students, and varying perceptions of students' needs. [ABSTRACT FROM AUTHOR]
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  Data: <i>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.</i> (Copyright applies to all Abstracts.)
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      – Type: doi
        Value: 10.1177/1932202X251361596
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      – Code: eng
        Text: English
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        PageCount: 32
        StartPage: 332
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      – SubjectFull: Gifted & talented education
        Type: general
      – SubjectFull: Teacher attitudes
        Type: general
      – SubjectFull: Individualized instruction
        Type: general
      – SubjectFull: Academic enrichment
        Type: general
      – SubjectFull: Secondary education
        Type: general
      – SubjectFull: Talented students
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      – SubjectFull: Psychological factors
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      – TitleFull: Beyond Content: An Exploration of Teachers' Practices for Supporting Academically Advanced Students in Elective High School Classrooms.
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              Text: May2026
              Type: published
              Y: 2026
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