Educators juggle a ton of responsibilities every single day. They often have to choose between self-care (e.g., eating lunch, breaks) and their ever-expanding job responsibilities (e.g., grading, instructional planning, professional learning). As much as they might want to, teachers and coordinators who facilitate advanced academic services can’t always carve out time to read the latest education research. And when they do want to access research, it’s often stuck behind a paywall. The great news for busy gifted education professionals is that several open-access reports present new research and evidence-based recommendations for strengthening advanced academic programming and supporting teachers in PreK-12 schools. These reports provide a glimpse into local and national conversations about advanced education, including universal screening, local norms, automatic enrollment policies, advanced coursework, and effective professional learning. This article highlights five publicly available reports with findings and implications for educators who work with advanced learners.
Retaining G/T Students Through Family Support
Celeste Sodergren, Ph.D., presents research-driven insights into how families of gifted learners seek supplemental academic support. Using a decision-tree framework, she explores the motivations, barriers, and choices families face, helping district leaders better understand parent needs and improve communication, intervention strategies, and services that more effectively support gifted students and their educational success.
