The present mixed methods study aimed to understand the challenges faced by teachers of the gifted and how elementary gifted learners were supported and taught during the COVID-19 pandemic. A survey was administered to 310 elementary school teachers of the gifted across the United States between March and June 2021, one year after initial school…

This qualitative case study explored the operational curricula of an art teacher's responsive pedagogy that focused on the differentiation aspects for artistically talented students in an elementary school in Taiwan. Findings indicate that cultivating a "Jian Zi" is the heart of the value system embedded in the art teacher's responsive…

This article summarizes how the components of the Schoolwide Enrichment Model were used to dramatically reduce the achievement gap in a school with a high at-risk student population. The theories of enrichment and instructional differentiation replaced an existing remedial paradigm and a strength-based methodology was embraced by the school…

Observation of educational environments of 39 gifted students in primary and middle schools from a school district in England identified two methods of educational enrichment: circumstantial and specific. Teaching skills for the development of an individualized curriculum within the existing organizational structure are stressed. (Author/CB)

The Classroom Practices Survey, a national survey of nearly 4,000 third- and fourth-grade teachers, found little differentiation in teachers' instructional and curricular practices to meet the needs of gifted students. An individualized approach to staff development and encouragement of reflective teaching practices are urged. (DB)

This case study describes a boy from kindergarten through third grade with above average intelligence but difficulty learning to read, write, and spell. The paper emphasizes the human approach to learning, which took into account the boy's strong points, unique learning style, strong sense of responsibility, and the need to alleviate feelings of…

This article argues the importance of using an individualized approach in teaching multicultural pupil populations and illustrates this with specific applications made to meet the needs of the culturally pluralistic student population of South Africa. (DB)