A Formative Evaluation of Differentiation Practices in Elementary Cluster Classrooms

Johnsen, Susan K.; Fearon-Drake, Danielle; Wisely, Lynn W.

doi:10.1080/02783193.2020.1765921

Cited by 4 publications

(1 citation statement)

References 24 publications

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“…Such conflicts are derived from determining the features that should be included and emphasized to formulate a differentiated curriculum for gifted and talented students. Susan Johnsen and her colleagues identified theoretical and empirical concepts such as context, rate, preference or choice, and environment as essential ingredients to differentiate a curriculum [6]. Other curriculum developers and researchers have identified models to formulate decisions to differentiate a curriculum.…”

Section: Conflicts Of Interestsmentioning

confidence: 99%

Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Kaplan

2022

Education Sciences

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The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcomes of differentiated curricula and instruction for gifted and talented students. A set of questions regarding the structure and implications of differentiated curricula and instruction for gifted and talented students are presented. Concepts such as specificity versus generalization, transfer of training, and conflict of interests are discussed and exemplified theoretically, philosophically, and pragmatically to respond to these questions.

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Section: Conflicts Of Interestsmentioning

confidence: 99%

Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Kaplan

2022

Education Sciences

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Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy

Apriliana

Hartati

Sunendar

et al. 2022

j. ilm. sekol. Dasar

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The main problem in student's literacy skills in the early grades has not been implemented holistically. In addition, the teacher has not used the right model in literacy learning in the early grades. The main objective of this research was to analyses the process of learning literacy in elementary school. This study used a survey method involving 48 principals and 148 elementary school teachers. Interviews were used as an instrument to describe literacy learning in early grades of elementary schools. Information obtained from the field is tabulated and presented. This research showed that the procedures or models and learning media used by teachers are different. Teachers have made efforts to increase children's motivation in exploring literacy learning. Teachers believe that literacy is a very important need for every individual. Literacy in the early grades plays an important role in determining students learning success. Effective literacy learning in the early grades needs to pay attention to the learning environment and material that suit the needs of students. A pleasant learning experience and adult support can have a positive effect on reading skills. This skill will greatly affect subsequent literacy skills. If literacy learning in the initial class is not strong, it will be difficult for students to build a foundation for literacy in higher grades.

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Engaging on Common Ground

Nettleton

Kessinger

Lennex

2023

Building Inclusive Education in K-12 Classrooms and Higher Education

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Educational programs for gifted students are varied, with many schools in the United States using a pullout program to address the needs of students. In spite of these programs, unless gifted students are educated in a school dedicated to their educational needs, gifted students will spend the majority of their time in a mainstream classroom. In this environment, gifted students often languish, becoming bored or losing interest in learning. Classroom teachers and teacher preparation programs can address this waste by purposely creating a program to include gifted student.

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A Formative Evaluation of Differentiation Practices in Elementary Cluster Classrooms

Cited by 4 publications

References 24 publications

Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Literacy Learning in Early Grades: Teacher Thought on Teaching Literacy

Engaging on Common Ground

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