Lifting Learning Experiences: Supporting Change in Teacher Practice over Time
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| Title: | Lifting Learning Experiences: Supporting Change in Teacher Practice over Time |
|---|---|
| Language: | English |
| Authors: | Catherine A. Little (ORCID |
| Source: | Gifted Child Today. 2026 49(1):30-47. |
| 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: | 18 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Office of Elementary and Secondary Education (OESE) (ED), Jacob K. Javits Gifted and Talented Students Education Program |
| Contract Number: | S206A170030 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Elementary Education Early Childhood Education Kindergarten Primary Education Grade 1 Grade 2 Grade 3 Grade 4 Intermediate Grades |
| Descriptors: | Elementary School Teachers, Kindergarten, Grade 1, Grade 2, Grade 3, General Education, Regular and Special Education Relationship, Faculty Development, Workshops, Capacity Building, Gifted Education, Teacher Improvement, Program Descriptions, Minority Group Students |
| DOI: | 10.1177/10762175251381367 |
| ISSN: | 1076-2175 2162-951X |
| Abstract: | General education teachers often have limited background in recognizing and responding to advanced academic potential in the classroom. This often may mean that advanced learners experience little instruction that provides them with appropriate levels of challenge. Professional learning opportunities and instructional resources reflecting best practices in gifted education can support classroom teachers in challenging all learners and looking for learners who would benefit from more advanced instruction. Project LIFT engaged classroom teachers at grades K-3 in a professional learning initiative supporting their capacity to recognize and respond to high-potential behaviors. Teachers collaboratively developed and implemented inquiry-focused, standards-based lessons in reading and mathematics. Classroom observations demonstrated increases over time on key indicators of academic rigor and classroom discourse. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491990 |
| Database: | ERIC |
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| Abstract: | General education teachers often have limited background in recognizing and responding to advanced academic potential in the classroom. This often may mean that advanced learners experience little instruction that provides them with appropriate levels of challenge. Professional learning opportunities and instructional resources reflecting best practices in gifted education can support classroom teachers in challenging all learners and looking for learners who would benefit from more advanced instruction. Project LIFT engaged classroom teachers at grades K-3 in a professional learning initiative supporting their capacity to recognize and respond to high-potential behaviors. Teachers collaboratively developed and implemented inquiry-focused, standards-based lessons in reading and mathematics. Classroom observations demonstrated increases over time on key indicators of academic rigor and classroom discourse. |
|---|---|
| ISSN: | 1076-2175 2162-951X |
| DOI: | 10.1177/10762175251381367 |
