Challenges and Possibilities for Serving Gifted Learners in the Regular Classroom
Bibliographic Data
| ID | 4254786 |
|---|---|
| Authors | Joyce Vantassel-Baska, Joyce Vantassel‐baska (0000-0002-3328-5909), Tamra Stambaugh (0000-0001-5587-1506) |
| Year | 2005 |
| Volume | 44 |
| Issue | 3 |
| Pages | 211-217 |
| Publication date | 2005-07-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1207/s15430421tip4403_5 |
| OpenAlex | W2016951161 |
| Language | EN |
| Citations received | 33 |
| References cited | 5 |
This article addresses the major obstacles that impede educators in differentiating for gifted learners in the regular classroom. Specific discussion of the lack of subject matter knowledge, the lack of classroom management skills, teachers' attitudes and beliefs about learning, lack of knowledge for modifying the curriculum, issues regarding responding to diverse populations, difficulties of effective use and location of resources, lack of planning time, lack of administrative support, and lack of relevant pedagogical skills is provided. Strategies for recognizing and overcoming the obstacles are embedded within the discussion of each. Finally, important general considerations for facilitating the use of differentiation in classrooms are discussed, including the use of diagnostic-prescriptive learning, modulating teaching and learning expectations, and flexibility of curriculum and teacher beliefs surrounding student learning
Classroom management · Curriculum · Flexibility (engineering · Mathematics education · Pedagogy · Subject (documents · Subject matter · Teaching method · Computer Science · Education, Achievement, and Giftedness · Educational Practices and Challenges · Psychology · Teacher Professional Development and Motivation
Navigating Autonomy and Strain
A Practical Analytical Framework for Designing, Selecting and Examining Challenging Scientific Texts for Gifted Students
The Use of Semiotic Technologies to Foster Analytical, Creative, and Practical Skills of Gifted Students
Özel Yetenekli Öğrenciler İçin Destek Eğitim Odası Uygulanması Konusunda Okul Yöneticileri ve Veli Görüşlerinin İncelenmesi
Improving Concentration and Academic Performance of a Mathematically Talented Student with ASD/ADHD
Student Engagement in an Advanced Mathematics Program
Where Are We Now with the Implementation of the Talent Development Framework for Gifted Students and Where Do We Go in the Future
Linking Instructional Leadership and Differentiated Instruction
‘A learner is like a snowflake, each unique’
Different or Differentiated? Recoupling Policy and Practice in an Era of Accountability
Teachers’ perceptions and practices of differentiated instruction
First-year primary teachers’ classroom management strategies
Do teachers use distinct motivational styles for cognitively gifted learners? The role of effectiveness beliefs, fixed mindset, and misconceptions about giftedness
“As if I Had a Part‐Time Job… to Teach the White Kids”
Fostering excellence
Just What I Need”
Factors That Promote/Inhibit Teaching Gifted Students in a Regular Class
Sustained primary teacher provision for the gifted
Perceptions of Giftedness and Classroom Practice with Gifted Children – an Exploratory Study of Primary School Teachers
Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students
Enrichment strategies for teaching Filipino gifted learners
Gifted and Talented Students’ Perceptions on their Schooling
Strategies that parents of gifted children use in tense situations with teachers in mixed-ability classes
Elementary teachers’ knowledge, attitude, and professional development needs concerning gifted students and their educational needs in the Netherlands
Understanding the development of differentiated instruction for students with and without disabilities in co-taught classrooms
Professional growth in adaptive teaching competence as a result of Lesson Study
Differentiating instruction
Teachers' beliefs about and educational practices with high-ability students
Supporting primary school teachers in differentiating in the regular classroom
Becoming a more adaptive teacher through collaborating in Lesson Study? Examining the influence of Lesson Study on teachers’ adaptive teaching practices in mainstream secondary education
The landscape of gifted and talented education in England and Wales
The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools
Strength-Based RTI
| Unique citing works | 33 |
|---|---|
| Citations per year | 2,06 |
| Citation span | 2010 - 2026 (17) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 33 |