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Four teachers' beliefs and strategies in teaching gifted students: A multiple case study

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Authors
Han, Ki-Soon
Issue Date
2002
Publisher
서울대학교 교육종합연구원
Citation
SNU Journal of Education Research, Vol.12, pp. 199-229
Keywords
gifted educationgifted teacherscurriculum differentiationcase study
Description
2002
Abstract
This multiple case study was conducted to explore how four regular classroom teachers, who

have a reputation for implementing differentiated practices to meet the needs of gifted

students, describe their educational experiences with gifted students in their regular

classrooms at an elementary school in the Midwestern USA. The four teachers' beliefs and

strategies for instructing gifted students and differentiating instruction, their willingness and

readiness to embrace change, collaboration, and their advanced training and knowledge were

discussed under the themes of the study. By illustrating the non-linear, complex,

context-specific reality of the four teachers' teaching experience, this small case study tried to

offer insight into the actual classroom and strategies in developing schema for future practice

for our gifted minds. The findings of this study contribute to our understanding of the

practices that teachers use to accommodate the needs of gifted students in regular classrooms
ISSN
1225-5335
Language
English
URI
https://hdl.handle.net/10371/70635
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College of Education (사범대학)Center for Educational Research (교육종합연구원)SNU Journal of Education ResearchSNU Journal of Education Research vol.12 (2002)
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