Search

In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers' sense of efficacy, particularly for instructional strategies.

The author focuses on positive psychology as an important approach to supporting the psychological well-being of students with gifts and talents. Research has identified protective factors that can counteract risk factors for suicidal behavior. These protective factors may be found within the individual, the family, peers, the school, the community, and the sociopolitical arena. In a time when the world is full of threats and worries, it is important that educators help students with gifts and talents (SWGT) to thrive by building on the positive and bolstering the protective factors at every level.

COVID-19 had direct impact on education systems worldwide with school closures affecting learning for many students, including gifted adolescents. This study explored students' perceptions of emergency online learning at school and how these differed to in-person classes and online classes they attended in the Centre for Talented Youth, Ireland (CTYI). Data analyses identified four factors of student responses ("N" = 322): Teacher Support, Self-Regulated Learning, Motivation Support, and Resource Access. Overall, CTYI received the highest mean scores across all categories and students favored in-person learning to online learning. Results highlighted a significant difference in scores between students in junior cycle of secondary school and senior cycle. Senior cycle students consistently reported less positive perceptions of their online learning than did junior cycle students. Using cluster analysis, patterns of online learning responses were identified. Despite differences in group comparisons, both senior and junior cycle students were found in clusters with positive attitudes and in clusters with negative attitudes. The findings have implications for future research, which should explore motivational and support changes that may be occurring in the transition from junior to senior cycle, as well as differences in self-regulation abilities.