Irish teacher practice of differentiation for gifted students


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Hinch L., Cross J., Cross T., O'reilly C., Bilgiç Erdem Ş.

GIFTED EDUCATION INTERNATIONAL, cilt.40, sa.2, ss.233-253, 2024 (Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 40 Sayı: 2
  • Basım Tarihi: 2024
  • Doi Numarası: 10.1177/02614294241251576
  • Dergi Adı: GIFTED EDUCATION INTERNATIONAL
  • Derginin Tarandığı İndeksler: Scopus, ASSIA, IBZ Online, International Bibliography of Social Sciences, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Sayfa Sayıları: ss.233-253
  • Hacettepe Üniversitesi Adresli: Evet

Özet

In this study, we aimed to analyze Irish educators' differentiation practices and their relationship to teachers' sense of efficacy. We examined teachers' (N = 470) reports of their curriculum modification practices and their provision of challenge or choice. When their students had mastered the required class work, more than half of teachers were willing to substitute assignments on a weekly or daily basis for both their average and gifted students. However, the frequency of differentiation was not high in practices that eliminate mastered curricular material or allow students to work at their own pace, which would allow gifted students to work at their ability level. More than 40% of teachers reported practicing these forms of differentiated instruction once a month or less frequently. Fifteen percent of teachers reported never engaging in these effective differentiation practices. Differentiation practice was positively correlated with teachers’ sense of efficacy, particularly for instructional strategies.