Differentiated instruction for middle school gifted students within the regular classroom.

摘要

The purpose of this sequential explanatory mixed methods study was to examine differentiated instruction for middle school gifted students within the regular classroom in Connecticut. The Classroom Practices Questionnaire (Archambault, Jr. et al., 1993) was used to survey teachers on their use of instructional strategies with average and gifted students. Follow up focus groups were held to investigate teachers' rationale for differentiating instruction for gifted students. Quantitative results revealed a significant difference in the instructional strategies used with gifted students compared to average students. Results also revealed a significant difference in the use of instructional strategies for gifted students in districts with a formal gifted program, as well as a significant interaction between subscale and program type. Focus group teacher responses indicated the use of pre-assessment data as primary in making decisions regarding differentiation for gifted students, as well as a reliance on collaboration with the school's gifted teacher, if available.