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This case study explored the ways that aspects of a high school blended learning program (pseudonym: BL High) encourage or discourage personalization. For K-12 learners a major concern exists in the increasingly rigid dominion of the programmatic over the personal, which leaves many students disengaged and disconnected. Having expanded the ways in which students can interact with curriculum and teachers, 21st-century technology introduces new conditions that may, or may not, encourage personalization instead of standardized, efficiency-based policies and practices.In response to digital technology’s possible impact on education, this study documents student and teacher experiences as evidence of the ways in which personalization is encouraged or discouraged. Personalization was approached generally as a matter of context and power, such that factors shaping the learning process could be altered and that each learner could make decisions about those factors. Through the participation of nine students and three teachers, data were collected in interviews, photographs, and program and course documents. Findings showed that personalization at BL High was a complex matter that occurred through a collection of factors and a series of decisions. That collection of factors allowed students to engage in learning in and out of school while also supporting connections to school peers and teachers. The collection of factors was labeled the PATH model of personalization and was conjunctively defined as the overlap of program, agency, time, and help. Overarching findings were threefold: (a) the learning process at school involved far less flexibility in content and assignments than anticipated, (b) that limited flexibility coincided with student learning and agency that extended to personal passions beyond the school program, and (c) flexible timing existed as a double-edged sword, providing students with the opportunity to structure their use of time and pursue passions of their choosing but also leaving them at risk of time management challenges and stalled academic progress. Implications are discussed for researchers, teachers and school leaders, and the field of gifted education.

Gifted children are a forgotten group in the Swedish school context according to earlier research. Swedish teachers need to have more knowledge about gifted children. Several countries have special programs or education for gifted children. Sweden has no national action plan for gifted children, though Skolverket has published several texts about gifted children as information to schools.  A comparative research design is applied in this study. The method in the thesis is comparative, and semi-structured interviews have been conducted. The respondents were principals, teachers and special educators from Thailand and Sweden. The collected data was thematised into three topics: Definitions of gifted children, strategies in education and“dark side” for gifted children.  The data collection was limited due to the Corona-outbreak in the beginning of 2020. However, the result shows there is a difference between how the Thai and Swedish respondents define gifted children. They are fairly consistent in how gifted children can be helped in education. Further knowledge, for researchers and educators in both Thailand and Sweden would improve the education and can help more children to succeed in school.

Most of the studies on language acquisition techniques provided by parents have been addressed to the training of parents for prevention of language disabilities and disorders (Latzke, 1975). Few investigations have involved language acquisition of the superior functioning child (Patterson, 1981). Hence, the purpose of this study was to survey language acquisition techniques provided by parents of talented and gifted children (TAG) who were enrolled in the Beaverton School District Number 48 TAG program. The first question dealt with what materials and/or equipment did the parents use in aiding their child's language development. The second question dealt with which particular methods did the parents use in aiding their child in language acquisition.

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No description available.

No description available.

No description available.

No description available.