A Dynamic Differentiation Framework for Talent Enhancement: Findings from Syntheses and Teachers' Perspectives

Autor/in	Smith, Susen
Titel	A Dynamic Differentiation Framework for Talent Enhancement: Findings from Syntheses and Teachers' Perspectives
Quelle	In: Australasian Journal of Gifted Education, 24 (2015) 1, S.59-72 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Synthesis; Teacher Attitudes; Individualized Instruction; Gifted; Mixed Methods Research; Elementary Education; Teaching Methods; Case Studies; Inservice Teacher Education; Classroom Techniques; Instructional Innovation; Educational Practices; Educational Strategies; Educational Principles; Teaching Models + Suchen Sie Ihr Suchwort? Lehrerverhalten; Individualisierender Unterricht; Begabter, Hoch Begabter; Elementarunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Lehrerfortbildung; Klassenführung; Educational Innovation; Bildungsinnovation; Bildungspraxis; Lehrstrategie; Bildungsprinzip; Lehrmodell
Abstract	Differentiating curriculum and pedagogy is a dynamic process that is dependent on the interrelationship between intrapersonal and environmental factors that can support the unique educational needs of gifted students. A Model of Dynamic Differentiation (MoDD) was developed from a larger study based on the ecological systems theory, an in-depth literature review, and a mixed-methods study. The mixed-method study examined teacher's perspectives of differentiated instructional approaches in middle primary classrooms. Part of the larger study is reported here, that is, a case study of interviews of inservice teachers' perspectives of differentiated practice for intellectually gifted students in middle primary multi-grade classes. The MoDD enables educators to explore the interrelationships between relevant external and internal entities that support quality educational environments for gifted students and can be used to support teachers' planning and their implementation of differentiated teaching and learning. The author suggests four interconnected phases with exemplary principles and strategies to support differentiation for talent development in the primary classroom. Recommendations for future practice and research are also provided. (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