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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| Language: | English |
| Authors: | Debbie Dailey (ORCID |
| Source: | Journal of Advanced Academics. 2024 35(2):263-289. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | COVID-19, Pandemics, School Closing, Gifted Education, Academically Gifted, Talent Identification, Disproportionate Representation, Financial Support, Administrator Role, Access to Education, Faculty Workload, Barriers, Teaching Conditions, Learner Engagement, Student Behavior, Equal Education, Minority Group Students, Low Income Students, Racism |
| Geographic Terms: | Arkansas |
| DOI: | 10.1177/1932202X241232724 |
| ISSN: | 1932-202X 2162-9536 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421373 |
| Database: | ERIC |
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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. |
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| ISSN: | 1932-202X 2162-9536 |
| DOI: | 10.1177/1932202X241232724 |
