Perceptions of Differentiating Pedagogy for Gifted Readers, Typically Developing Readers, and Students with Reading Difficulties in Multi-Grade Primary Classrooms

Autor/inn/en	Smith, Susen; Arthur-Kelly, Michael
Titel	Perceptions of Differentiating Pedagogy for Gifted Readers, Typically Developing Readers, and Students with Reading Difficulties in Multi-Grade Primary Classrooms
Quelle	In: Australasian Journal of Gifted Education, 25 (2016) 2, S.52-69 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Individualized Instruction; Gifted; Reading Difficulties; Multigraded Classes; Elementary School Students; Mixed Methods Research; Classroom Environment; Teaching Methods; Literacy; Student Behavior; Semi Structured Interviews; Teacher Attitudes; Evidence Based Practice; Foreign Countries; Observation; Australia + Suchen Sie Ihr Suchwort? Individualisierender Unterricht; Begabter, Hoch Begabter; Reading difficulty; Leseschwierigkeit; Mehrstufenklasse; Klassenklima; Unterrichtsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Alphabetisierung; Schreib- und Lesefähigkeit; Student behaviour; Schülerverhalten; Lehrerverhalten; Ausland; Beobachtung; Australien
Abstract	Multi-grade primary classroom contexts provide opportunities to address the different needs of diverse learners through differentiating instruction. This mixed-methods study is a smaller component of a larger study undertaken in Australia, with other elements reported elsewhere. The study used ecobehavioural assessment to examine the relationships between observed classroom environments, teacher instruction, and behavioural responses of gifted readers, typically developing readers, and students with reading difficulties during literacy lessons in New South Wales (NSW) regional schools. Semi-structured interviews provided observed teachers' perceptions of their classroom instruction. The observation results indicated some key relationships between teacher instruction, student learning responses, and classroom learning contexts or ecologies. While the interviews identified some teacher perceived differentiated instruction for students with different reading needs, both methodological approaches produced evidence of some use of research-based differentiated practices for students with different learning needs. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01