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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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Bibliographic Details
Title: Beyond Content: An Exploration of Teachers' Practices for Supporting Academically Advanced Students in Elective High School Classrooms
Language: English
Authors: Travis D. Hill (ORCID 0000-0003-0867-7764), Andria Ellis (ORCID 0000-0003-2456-1112)
Source: Journal of Advanced Academics. 2026 37(2):332-363.
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: 32
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
High Schools
Descriptors: Teacher Attitudes, Teacher Role, Role Perception, Academically Gifted, Advanced Students, Gifted Education, Individualized Instruction, Grouping (Instructional Purposes), Teacher Effectiveness, Phenomenology, Ability Grouping, High School Teachers, High School Students, Elective Courses
Geographic Terms: Texas
DOI: 10.1177/1932202X251361596
ISSN: 1932-202X
2162-9536
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.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1504543
Database: ERIC
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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.
ISSN:1932-202X
2162-9536
DOI:10.1177/1932202X251361596