Effective teaching for gifted and talented students is high on the agenda of school systems across the world. Written by leading international scholars in the field, Effective Teaching in Gifted ...Education presents a thoroughly enlightening analysis of the practice of schools judged to be outstanding in their effective teaching of gifted and talented students.
Eight in-depth case studies draw upon the voices of school leaders, classroom teachers and students to illustrate and explore Gifted and Talented provision across a range of educational settings and circumstances, including:
differentiated teaching and learning in an urban City Technology College
gifted education in an inner-city, multi-ethnic school and a rural comprehensive school
school ethos, student voice and motivation in a girls' grammar school
curricular depth, enrichment and interactive teaching in a boys' grammar school
learning in a residential summer school for gifted students.
Providing a rich evidence base, these and other examples place best practice within a framework of theory and policy. School leaders, Gifted and Talented Co-ordinators and classroom practitioners reading this book will understand the principles behind the practice, as well as how and why to apply the practice in their own schools.
This distinctive book will also be immensely useful to all those involved with Gifted and Talented education programmes and schemes and those following Continuing Professional Development and school leadership programmes, as well as NQTs, M-level students and researchers in education.
Selected Contents: S ection 1: Introduction 1. Policy and Practice in gifted and talented education 2. Review of evidence on effective teaching and learning of gifted and talented education Section 2: Eight Case Studies A summary of the school’s contextual information The School G&T policy, including the role of the coordinator The Senior Management Team and Governing body stance and commitment The school’s environment, ethos and culture The students’ perceptions and their experience of the school culture, values and ethos Descriptions of Classroom Practice and Pedagogy Case study 1: Differentiated Teaching and Learning in an Urban Specialist School Case Study 2: Gifted Education in an Inner-City Multi-Ethnic Comprehensive Case Study 3: Teaching and Learning in a Rural Comprehensive Case Study 4: Personalised Learning in a Sixth Form College Case Study 5: Effective Teaching in a Girls Selective School Case Study 6: Effective Teaching in a Boys Selective School Case Study 7: Developing Talent in a Performing Arts School Case Study 8: Teaching and Learning On-line Section 3: Analysis Cross case themes: issues arising for practitioners, school leadership, policy-makers and researchers Section 4: Appendix on Research Methodology Glossary Bibliography
Wendy Robinson is Professor of Education at the Graduate School of Education, University of Exeter, UK.
Jim Campbell is Emeritus Professor at the Warwick Institute of Education and former Director of Research at the now disbanded National Academy of Gifted and Talented Youth, University of Warwick, UK.
The relationships between teachers and their students play a vital role in the creation of positive learning outcomes and environments for all learners, but particularly for those individuals with ...diverse needs. This study examined the teacher behaviours that contributed to positive student-teacher relationships with gifted secondary students (GS) (N=58) and with secondary students with Emotional/Behavioural Disorders (EBD) (N=40) in Western Australia. Valued teachers' behaviours were identified through a mixed-methods approach that included surveys and student focus groups. The data indicated that GSs valued teacher behaviours that promoted cordial and friendly interactions between teachers and students to the extent that these behaviours supported and extended student learning. While the importance of academic support was foremost in the minds of GSs, students with EBD instead valued teacher behaviours that displayed warmth, understanding and patience. For EBD students, these behaviours are the precursors to teachers supporting them in their learning. Comparisons between the behaviours that were identified by gifted students and students with EBD revealed a set of core behaviours that were deemed essential for developing positive relationships with both groups, but that each group specified a set of behaviours to address their unique needs.
Seeking information about preconceived notions of the educational needs of children who are gifted, we asked 285 undergraduates in prerequisite classes for teacher education to complete ...questionnaires. Topics addressed included the need for special services for children who are gifted, perceptions of forms of service delivery in elementary schools, and egalitarian versus elitist issues in gifted education. Preferences among our respondents fell in favor of services carried out in general classroom settings at elementary schools, reflecting egalitarian attitudes. We found misconceptions, compared to empirical evidence, for notions about tutoring practices and academic acceleration. In their response rates to items, undergraduates previously served as gifted differed only occasionally from those not served as gifted. We discuss implications of our findings in terms of the need for proponents of gifted programs to address some misconceptions that appear to be related to school reform and appropriate services for children who are gifted.
The purpose of this study was to examine and compare the self-perceived teaching efficacy of gifted teachers within two different classroom settings for gifted students; homogenous and heterogeneous. ...This study used both quantitative and qualitative methods for data analysis. The Teacher Sense of Efficacy Scale, developed by Tschannen-Moran and Woolfolk Hoy, was used as baseline survey data. Descriptive statistics were used and t-tests were employed to compare three categories of efficacy among the gifted teachers who teach homogenous and heterogeneous classrooms for gifted students. The three categories included: (1.) Student engagement, (2.) Instructional strategies, and (3.) Classroom management. The qualitative methods employed in this study utilized the description and thematic analysis of four free-response questions. The gifted teacher responses to these questions allowed those teachers surveyed to give suggestions for program improvement and enhancement. The sample size was 118 teachers of gifted students in a large suburban school system in the southeastern United States. These teachers taught in either heterogeneous or homogenous classroom settings for gifted students in grades 2-8. From the Teacher Sense of Efficacy Scale, the responses indicated that the homogenous gifted classroom teachers exhibit a significant difference in perceived teaching efficacy in all three areas surveyed as compared with those teachers of gifted students in heterogeneous settings. The teachers of gifted students in homogenous settings exhibited a higher level of perceived teaching efficacy as compared to the teachers of gifted students in heterogeneous settings. Results of the analysis of all data collected allowed the researcher to make recommendations that could assist in positive educational reform of programs for intellectually gifted students. Implications for further research are also discussed.
Identifies and describes successful high-ability secondary school students' perceptions of those factors that facilitate high academic outcomes, measured as success in the New Zealand Qualifications ...Authority (NZQA) Scholarship examinations. Focuses on the key personal and professional qualities of teachers whom students identified and perceived to have been influential in their gaining a Scholarship Award. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.
This study examined the relationship of different assignment structures (i.e., teacher-constructed and student-constructed) on the achievement patterns of 6th-grade gifted and advanced students in a ...Southwest suburban school. Through a descriptive case study design (Berg, 2004; Merriam, 1988), an action research approach (Stringer, 2004) and self-study methods, the teacher-researcher explored student perception of control, and its influence on motivation (i.e., achieving and underachieving performance patterns) for different assignment structures. Findings indicate that gifted underachievers and advanced underachievers, alike, preferred the student-constructed assignment structure and self-assessment. The majority of gifted achievers and advanced achievers preferred the student-constructed assignment structure as well; however, they were evenly divided on their preference of the teacher assessment and the self-assessment.
Any attempt to speculate about the future is likely to be hindered by an imprecise and inadequate understanding of the past, and predicting the future of special education is no exception. ...Nonetheless, various authors have undertaken that challenge and have done so by examining critically the relatively turbulent, albeit brief history of the field. To gain a better understanding of what is entailed in "future scanning," these authors reviewed the professional literature relating to special education, concentrating on works published between 1994 and 2005. What emerged from that review was a multidimensional perspective on both process (e.g., probability of occurrence, impact) and subject matter (e.g., mainstreaming, inclusion) (Wagschall & Lucas, 1983). Next, they invited two nationally recognized authorities in the field of the special education (Michael Hardman and Richard Van Acker) to share their thoughts on the future of special education. The authors hoped to establish a link between the past, present, and the future and, in turn, look for possible ways to influence educational services positively and enhance the life changes of individuals with exceptionalities and their families. Michael Hardman shares his thoughts about policy as it relates to general and specific education. Richard Van Acker discusses past-to-present practices in special education. (Contains 1 table.)
Johnsen offers some ideas on how a teacher can update his/her professional knowledge in gifted education. Among others, a teacher should become familiar with the rules, regulations, and standards in ...the state regarding gifted education.
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