A Cross-Cultural Study of Exemplary Teaching
What Do Singapore and the United States Secondary Gifted Class Teachers Say
Bibliographic Data
| ID | 15413288 |
|---|---|
| Authors | Joyce Vantassel‐baska (0000-0002-3328-5909, WuFeng University, corresponding author), Bronwyn MacFarlane (0000-0001-8306-7371, WuFeng University, corresponding author), Annie Feng (WuFeng University, corresponding author) |
| Year | 2006 |
| Volume | 21 |
| Issue | 2 |
| Pages | 38-47 |
| Publication date | 2006-12-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Gifted and Talented International (JOURNAL) |
| Journal identifiers | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2006.11673474 |
| OpenAlex | W2546678878 |
| Language | EN |
| Citations received | 1 |
| References cited | 14 |
This study examined beliefs about best teaching practices between Singapore and American teachers of gifted students. A total of 31 Singapore and 12 U.S. secondary gifted class teachers were interviewed and/or surveyed. The study’s results suggested that there were more similarities than differences between the two cultures about what an exemplary teacher signifies, what constitutes qualities of exemplary teachers, and what challenges exemplary teachers are facing in the two educational systems. Regardless of different cultural backgrounds, it is somewhat universal that an exemplary teacher embodies content expertise, flexible instructional repertoires, and passion for the discipline taught and for the students under his or her care. Culturally unique characteristics appeared to be bounded by the system in which they work
Class (philosophy · Mathematics education · Passion · Pedagogy · Art Education and Development · Education, Achievement, and Giftedness · Psychology · Social Psychology · Teacher Professional Development and Motivation
The cognitive skill of teaching.
A Cross-Cultural Comparison of the Perceived Traits of Gifted Behavior
Cross-Cultural Research
The Development of Problem Solving Capacities in the Domain of Technics
The collaborative apprenticeship model
Teachers' developing ideas and practices about mathematics performance assessment
Teacher attitudes and change implementation
The Permanent Importance of the Subjective Reality of Teachers during Educational Innovation
Excellence in English in Middle and High School
What Makes Professional Development Effective? Results From a National Sample of Teachers
Teachers' Responses to Success for All
Knowledge and Teaching
Situated Cognition and the Culture of Learning
Situated Learning
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,06 |
| Citation span | 2010 - 2010 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |