The purpose of the study was to investigate teacher attitudes and knowledge of giftedness, and self-reported teaching practices; compare the perceptions of principals and teachers about differentiated learning; involve gifted students as “co-researchers”; and examine the perceived impact of principals’ actions for school-wide differentiation. Participants included 867 teachers, 120 principals, and 802 students from government schools in Sydney, Australia. A mixed methods approach was used, including online questionnaires for the participants; student-teacher interviews; and four case studies of principals. Results suggested significant differences in attitudes and practices between teachers working with gifted and mainstream students; non-significant correlations between perceptions of principals and teachers about teaching gifted learners; and the need for greater student choice and leadership for school-wide differentiation.
|Publication status||Published - 20 Apr 2015|
|Event||Annual meeting of the American Educational Research Association - Chicago, Chicago, United States|
Duration: 16 Apr 2015 → 20 Apr 2015
|Conference||Annual meeting of the American Educational Research Association|
|Period||16/04/15 → 20/04/15|