NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED429750
Record Type: Non-Journal
Publication Date: 1999-Mar
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Teachers' Perceptions of Curriculum Modification for Students Who Are Gifted.
Ehlers, Kristy; Montgomery, Diane
Differentiating instruction for diverse learners means planning and implementing curriculum based on each student's level of readiness. Appropriate curriculum development for gifted and talented students involves differentiation of content, teaching and learning strategies, and student products in a student-centered environment. A study used Q methodology to determine teacher perceptions of curriculum modification for students who are gifted and talented. Q methodology is used to describe subjective opinions about behaviors and compare the relative strengths of those behaviors according to the beliefs of any individual. Concourse theory was used to generate 48 statements about curriculum modifications for gifted students. Five general education teachers, two administrators, and ten teachers of gifted students completed Q-sorts of the statements under two conditions: their perceptions of their own actual instructional practices with gifted and talented students, and their beliefs about ideal practices for teaching gifted students. Results included three theoretical arrays of teacher beliefs: differentiating according to student academic needs; differentiating according to teacher practices; and differentiating according to process ideas and student practices. Contains 24 references. (CDS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A