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ERIC Number: EJ1169341
Record Type: Journal
Publication Date: 2016-Dec
Pages: 18
Abstractor: As Provided
ISSN: ISSN-1323-9686
Perceptions of Differentiating Pedagogy for Gifted Readers, Typically Developing Readers, and Students with Reading Difficulties in Multi-Grade Primary Classrooms
Smith, Susen; Arthur-Kelly, Michael
Australasian Journal of Gifted Education, v25 n2 p52-69 Dec 2016
Multi-grade primary classroom contexts provide opportunities to address the different needs of diverse learners through differentiating instruction. This mixed-methods study is a smaller component of a larger study undertaken in Australia, with other elements reported elsewhere. The study used ecobehavioural assessment to examine the relationships between observed classroom environments, teacher instruction, and behavioural responses of gifted readers, typically developing readers, and students with reading difficulties during literacy lessons in New South Wales (NSW) regional schools. Semi-structured interviews provided observed teachers' perceptions of their classroom instruction. The observation results indicated some key relationships between teacher instruction, student learning responses, and classroom learning contexts or ecologies. While the interviews identified some teacher perceived differentiated instruction for students with different reading needs, both methodological approaches produced evidence of some use of research-based differentiated practices for students with different learning needs.
Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A