Identifying Underrepresented Gifted Students: A Developmental Process

Peters, Pamela M.; Gubbins, E. Jean; Hamilton, Rashea; McCoach, D. Betsy; Siegle, Del; Puryear, Jeb S.

doi:10.1007/978-981-13-3021-6_21-1

Cited by 1 publication

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“…Despite the observed weakness, the strength of this selection procedure based on the grading system being used includes: first, a focus on strengthening educational equity and national cohesion as students who get the opportunity to join the SPSSs come from across the country regardless of their socio-economic backgrounds. Observing equity in providing for high-ability students is important because underrepresentation of learners in gifted and talented education from some segments of society has been identified as one of the threatening issues elsewhere (Crawford et al, 2020;Ford, 2014;Lamb et al, 2019;Peters et al, 2019Peters et al, , 2021. Second, the inclusion of continuous assessment scores in the students' final grades, especially at secondary school level (NECTA, 2014(NECTA, , 2016 is commendable.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ Perceptions of Differentiated Instruction for Academically High-Achieving Secondary School Students in Tanzania

Milinga

Amani

Lyakurwa

2022

Journal of Advanced Academics

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Previous research supporting differentiated instruction (DI) has led to its adoption in different countries as a promising pedagogical framework for addressing diverse learners’ needs. To date, there exists little information on DI from Tanzania especially when competence-based education and inclusion are being embraced. To address this gap, this study explored how Tanzanian teachers perceived DI in their working with academically high-achieving secondary school students. The study was strongly informed by a constructivist research tradition, adopting a multiple case study design. Focus group discussions and interviews were used as data sources and thematically analyzed. The analysis revealed teachers’ limited perceptions of DI, although consonance with the existing literature on DI practices for high-ability learners. After discussing the findings, as conclusion, the article stresses the importance of training teachers on DI to enhance their instructional practices for high-ability learners in Tanzania, along with setting the grounds for future research.

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