A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say?

VanTassel‐Baska, Joyce; MacFarlane, Bronwyn; Feng, Annie

doi:10.1080/15332276.2006.11673474

Cited by 22 publications

(10 citation statements)

References 12 publications

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“…The project reinforced the importance of professional development, and the staff found that when teachers raised their expectations about minority students, the achievement of the students improved as they experienced rich, rigorous curriculum (Swanson, 2006). Van Tassel-Baska, MacFarlane, and Feng (2008) identified three essential skills for working with the gifted, including the knowledge and effective use of a variety of teaching techniques including differentiation and questioning skills, strong communication skills, and the ability to understand and to address students needs. These skills point to the need for the regular classroom teacher to have professional development to address appropriate teaching techniques and the psychology of the gifted student, as well as strong communication skills.…”

Section: Essential Skills and Attitudes For Teachers In Working With mentioning

confidence: 97%

Myth 13: The Regular Classroom Teacher Can “Go It Alone”

Sisk

2009

Gifted Child Quarterly

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W ith most gifted students being educated in a mainstream model of education, the prevailing myth that the regular classroom teacher can "go it alone" and the companion myth that the teacher can provide for the education of gifted students through differentiation are alive and well. In reality, the regular classroom teacher is too often concerned about test scores and thinks the best way to prepare students for the state standardized tests is to teach them testtaking strategies and then conduct work sessions using old state tests as review and practice, concentrating on test format.Differentiation has been around since the early years of gifted education and was defined and delineated in the Principles of Differentiation by a committee convened by Irving Sato, the Director of the National and State Leadership Training Institute. The group agreed that differentiation included what is taught (content), how it is taught (process), and the outcome (product). Tomlinson (1999) described differentiation as proactive, more qualitative than quantitative, and Sisk (2009) summarized differentiation as changing the pace, level, or type of instruction in response to the gifted student's needs, learning styles, and interests. Kaplan (2009) said differentiation includesThe who-the learner and his or her needs, interests, and abilities; the what-the content and skills of the subject matter to be taught; the how-the pedagogy to be used to teach the content, skills, or both; and the where-the setting, grouping, or both needed to effectively implement the curriculum (the what) to the learner (the who). (p.

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Section: Essential Skills and Attitudes For Teachers In Working With mentioning

confidence: 97%

Myth 13: The Regular Classroom Teacher Can “Go It Alone”

Sisk

2009

Gifted Child Quarterly

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“…The behaviours enacted to develop positive relationships with each group specifically attended to the unique needs that have been identified in the literature for each group of students (Baker, 2005;Cooper, 2006;Gresham & MacMillan, 1997;Lane et al, 2006;Lovecky, 1992;Mendaglio, 2003;Piechowski, 1999;Van Tassel-Baska, MacFarlane, & Feng, 2008). Addressing the unique needs of students revealed different types of students required somewhat different types of interactions with their teachers in order to form positive relationships.…”

Section: Students With Ebdmentioning

confidence: 99%

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

Capern

Hammond

2014

AJTE

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“…According to the literature, characteristics of expert teachers include, but are not limited to, concern for students, passion, deep knowledge of the field, flexible instructional repertoires, respect (Matthews, 2009;Rimm, 2009;Van Tassel-Baska, MacFarlane, & Feng, 2006) as well as teaching practices that ensure individual progress (Diezmann & Watters, 2000) and emphasise higher order thinking (Louden et al, 2008). Importantly, good teachers challenge students, they teach skills of thinking and know their subject (Hattie, 2009).…”

Section: Teaching Thinking Skills To High and Low Achieving Studentsmentioning

confidence: 98%

The impact of a cognitive acceleration programme in science on students in an academically selective high school

Venville

Oliver

2015

Thinking Skills and Creativity

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a b s t r a c tThis paper describes the impact of a thinking skills programme in science on the cognition of students in an academically selective high school. The research followed a sequential explanatory design with the collection and analysis of quantitative data in the first phase followed by the collection and analysis of qualitative data in the second phase. Participants were 582 Year 8 and Year 9 (ages 12-14) high school students and their science teachers from eight schools who participated in Thinking Science, a 2-year classroom intervention and teacher professional learning programme. The schools included one academically selective high school (n = 144) and seven non-academically selective schools (n = 438). Quantitative data were collected by Piagetian reasoning tasks administered to all students before and after the intervention. Qualitative data included interviews with the head of science and three participating science teachers from the academically selective school. Over the 2-year period, students from the academically selective school had a greater mean gain with a large effect size (d = 0.995) when compared with the control (n = 120) and when compared with other students who participated in the intervention with a medium effect size (d = 0.687). The qualitative data indicated that science teachers in the academically selective school were committed to the intervention and explained how they had changed their pedagogy as a result of the professional learning programme. More specifically, the teachers developed teaching strategies specific to the characteristics of their academically talented students that enabled them to participate in thinking activities such as metacognition and social construction. In conclusion, Thinking Science was a worthwhile intervention for all participating students, but particularly for students in the academically selective school where teachers were able to adapt their pedagogy and the approach to suit their students.

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A Cross-Cultural Study of Exemplary Teaching: What Do Singapore and the United States Secondary Gifted Class Teachers Say?

Cited by 22 publications

References 12 publications

Myth 13: The Regular Classroom Teacher Can “Go It Alone”

Myth 13: The Regular Classroom Teacher Can “Go It Alone”

Establishing Positive Relationships with Secondary Gifted Students and Students with Emotional/Behavioural Disorders: Giving These Diverse Learners What They Need

The impact of a cognitive acceleration programme in science on students in an academically selective high school

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