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

• 발행기관: 서울대학교 교육종합연구원
• 저자명: Ki-Soon Han
• 간행물 정보: 『The SNU Journal of Education Research』Vol.12, 1~18쪽, 전체 18쪽
• 주제분류: 사회과학 > 교육학
• 파일형태: PDF
• 발행일자: 2003.12.30

영문 초록

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.

목차

I. Introduction

II. Procedures

III. Findings

V. Discussion

VI. Implications

References

키워드

gifted education gifted teachers curriculum differentiation case study