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Four teachers' beliefs and strategies in teaching gifted students: A multiple case study
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- Authors
- Issue Date
- 2002
- Publisher
- 서울대학교 교육종합연구원
- Citation
- SNU Journal of Education Research, Vol.12, pp. 199-229
- Keywords
- gifted education ; gifted teachers ; curriculum differentiation ; case 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
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