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ERIC Number: ED351834
Record Type: RIE
Publication Date: 1992-Apr
Pages: 32
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gifted Students and Whole Language: A Descriptive Study of Four Classrooms.
Matthews, Marian K.
This descriptive study looked at the provision of differentiated language arts instruction for gifted students by means of whole language instruction approaches in regular classes. Two classrooms in each of two elementary schools were identified as exemplary whole language classrooms and each contained several students identified for school gifted programs. One classroom in each of grades 1, 2, 4, and 5 was represented. Participant observation was conducted at least once per week for approximately a semester. Additionally, interviews with the classroom teachers, the principals, the reading/language arts coordinators, the teachers of the gifted, and the targeted students were conducted. The benefits of the whole language approach for these students were analyzed in terms of: student choice of reading materials, responses to reading, and writing projects; use of time; social interaction; and appropriate teaching. Analysis indicated: all teachers and classrooms provided examples of some exemplary practices but none provided all those components advocated by either whole language experts or educators of the gifted; the classroom that provided the most exemplary whole language practices also provided the most differentiation of learning experiences for gifted students; and both students and teachers had difficulty articulating what appropriate challenges and differentiated language experience meant to them. It is concluded that, although whole language instruction is a positive approach, it does not preclude the need for differentiated gifted programming. (Contains 28 references.) (DB)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Differentiated Curriculum (Gifted)
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 20-24, 1992).