Beliefs and Attitudes of Novice Teachers Regarding Instruction of Academically Talented Learners.Few would argue that the beliefs teachers hold influence their perceptions and judgments, which in turn, affect their behavior in the classroom. Indeed, understanding the belief structures of teachers and preservice teachers is essential to improving professional preparation and teaching practices (Ashton Ash·ton , Sir Frederick 1904-1988. British choreographer whose ballets include The Dream (1964) and A Month in the Country (1976). Noun 1. Ashton - British choreographer (1906-1988) Sir Frederick Ashton , 1990; Ashton & Webb, 1986; Brookhart Brookhart is the name of the following people:
Places:
v. spe·cial·ized, spe·cial·iz·ing, spe·cial·iz·es v.intr. 1. To pursue a special activity, occupation, or field of study. 2. training tend to have more positive attitudes and feel more capable of using various strategies with gifted students (Rash & Miller, 2000; Rubenzer & Twaite n. 1. (Zool.) A European shad; - called also twaite shad ltname>. See Shad. 1. (O. Eng. Law) A piece of cleared ground. See Thwaite. , 1979; Starko & Schack, 1989). Within the learning-to-teach literature, emphasis has been placed on understanding content development, pedagogy and curriculum knowledge for preservice teachers. Understanding the development of individual differences is among the domains that has not been fully addressed (Shulman Shulman is derived from the Yiddish word shul ("synagogue") and may refer to:
adj. scant·er, scant·est 1. Barely sufficient: paid scant attention to the lecture. 2. Falling short of a specific measure: a scant cup of sugar. . The research has focused on how teachers make decisions about what and how to teach the whole class, rather than on making decisions for different types of learners. The research further indicates that preservice teachers are aware that students have differing needs and acknowledge that student assignments should be tailored to meet the individual students' needs, but lack the knowledge and skills necessary to differentiate instruction (Tomlinson Tomlinson is a surname, and may refer to:
In sports
The research does suggest, however, that programs encouraging novice teachers to examine their beliefs are needed to challenge long-standing long-stand·ing adj. Of long duration or existence: a long-standing friendship. long-standing Adjective existing for a long time beliefs (Anderson Anderson, river, Canada Anderson, river, c.465 mi (750 km) long, rising in several lakes in N central Northwest Territories, Canada. It meanders north and west before receiving the Carnwath River and flowing north to Liverpool Bay, an arm of the Arctic , 1989; McDiarmid McDiarmid is a surname, and may refer to:
This page or section lists people with the surname McDiarmid. , 1990). Even a modest intervention A procedure used in a lawsuit by which the court allows a third person who was not originally a party to the suit to become a party, by joining with either the plaintiff or the defendant. workshop was found to raise preservice teachers' awareness of academically diverse learners because it gives them a vocabulary through which to frame their thinking about academically diverse learners and sustains their commitment to implementing practices to address those needs (Tomlinson et al., 1995). Method This study's sample included 64 preservice teachers enrolled in the student teaching component of their teacher education program. All were elementary education elementary education or primary education Traditionally, the first stage of formal education, beginning at age 5–7 and ending at age 11–13. majors. The study was completed during one student teaching semester se·mes·ter n. One of two divisions of 15 to 18 weeks each of an academic year. [German, from Latin (cursus) s (15 weeks). Participants completed the Survey of Practices with Students of Varying Needs (SOP) at the start of their student teaching experience and at the end of their student teaching experience, thus making pre- pre- word element [L.], before (in time or space). pre- pref. 1. Earlier; before; prior to: prenatal. 2. and post-comparisons possible. Interventions The names of all teacher candidates entering their student teaching experience were compiled and random samples were drawn. Once the sample was selected and permission from each student teacher was obtained, the subjects were randomly assigned as·sign tr.v. as·signed, as·sign·ing, as·signs 1. To set apart for a particular purpose; designate: assigned a day for the inspection. 2. to one of two interventions: Workshop #1 - Differentiation Workshop or Workshop #2 - Year One. All participants in the study participated in a three-hour workshop. The workshop format was selected because there is support for the efficacy of direct instruction intervention in enhancing preservice teacher awareness of instructional elements (Saunders Saun´ders n. 1. See Sandress. & Morine-Dershimer, 1990). The goals of the differentiation workshop were to: introduce preservice teachers to the nature and needs of academically talented learners to assist preservice teachers in thinking about instructional differentiation, and to provide participants with materials on strategies helpful in meeting the needs of the academically talented learner. The Year One workshop was given to the comparison group. This workshop addressed several topics including: parent-teacher conferences, classroom management techniques and creating teacher made tests. This workshop did not discuss differentiating instruction or academically talented learners. Interviews Participants in the study were interviewed to further explore their attitudes, confidence level and instructional strategies they used with academically talented learners during the student teaching semester. An adaptation of the Interview Protocols developed by the National Research Center on the Gifted and Talented staff at the University of Virginia Virginia, state, United States Virginia, state of the south-central United States. It is bordered by the Atlantic Ocean (E), North Carolina and Tennessee (S), Kentucky and West Virginia (W), and Maryland and the District of Columbia (N and NE). was used in this study. This instrument was field tested by the NRCG/T staff with preservice teachers and first year teachers to explore attitudes and practices related to academically advanced learners (Tomlinson et. al., 1995). Interview questions asked novices to describe their attitudes toward academically talented learners, to describe their confidence levels, and to relate specific strategies used with academically talented learners. Novices were also asked to describe the role of the supervisor and cooperating teacher in helping them to differentiate instruction. Lesson Plans Each preservice teacher in the study was asked to submit six lesson plans during the semester. Analysis of these lesson plans revealed whether or not the novice was using differentiating strategies, what strategies they were using and if their efforts to differentiate instruction continued throughout the student teaching semester. Instrumentation instrumentation, in music: see orchestra and orchestration. instrumentation In technology, the development and use of precise measuring, analysis, and control equipment. The Survey of Practices with Students of Varying Needs (SOP) was developed by the National Research Center on the Gifted and Talented staff at the University of Virginia to assess attitudes and beliefs about academically diverse learners and differentiated instruction Differentiated instruction (sometimes referred to as differentiated learning) is a way of thinking about teaching and learning. It involves teachers using a variety of instructional strategies that address diverse student learning needs. appropriate for meeting their needs. Part I of the SOP, assessed attitudes toward gifted learners, special education learners, and differentiation of classroom practices to meet the needs of the academically diverse learners. The respondents In the context of marketing research, a representative sample drawn from a larger population of people from whom information is collected and used to develop or confirm marketing strategy. were asked to respond to 35 items based on a four-point Likert-type scale, ranging from "strongly agree" to "strongly disagree", and included a "don't know Don't know (DK, DKed) "Don't know the trade." A Street expression used whenever one party lacks knowledge of a trade or receives conflicting instructions from the other party. " option. In Part II of the SOP, respondents were asked to rank the relative amount of time and attention they give to each of the following groups of students in their classes: gifted learners, average students and special education students. One indicated the most time and attention, 3 indicated the least time and attention and E indicated equal time and attention. In Part III, participants were asked to indicate how confident they felt identifying, assessing, adapting and individualizing instruction to meet the needs of academically diverse learners. Ratings ranged from 1 (no confidence) to 5 (very confident). In Part IV, respondents were asked to indicate which of fourteen instructional activities they thought they would use with gifted learners, average learners and special education students. The NRCG/T staff conducted a pilot study of the SOP to obtain feedback on questionnaire items. Thirty-two preservice teachers who were enrolled in an introductory education course and 23 experienced teachers who were enrolled in a graduate education course or were teaching in a summer enrichment enrichment Food industry The addition of vitamins or minerals to a food–eg, wheat, which may have been lost during processing. See White flour; Cf Whole grains. program for gifted learners completed the instrument. Cronbach's alpha Cronbach's  (alpha) has an important use as a measure of the reliability of a psychometric instrument. It was first named as alpha by Cronbach (1951), as he had intended to continue with further instruments. reliability estimate for the 35 items in test
pilot examination was .76 (p [is less than] .01) and the SOP was found
to have both content and face validity face validity (fāsˑ v ·liˑ·di·tē),n (Tomlinson et. al., 1995). Results Part I Each of the four parts of the Survey of Practices was analyzed an·a·lyze tr.v. an·a·lyzed, an·a·lyz·ing, an·a·lyz·es 1. To examine methodically by separating into parts and studying their interrelations. 2. Chemistry To make a chemical analysis of. 3. separately. Frequencies for the 35 items relating to relating to relate prep → concernant relating to relate prep → bezüglich +gen, mit Bezug auf +acc attitudes toward academically diverse learners, collected before the student teaching experience (pretest pre·test n. 1. a. A preliminary test administered to determine a student's baseline knowledge or preparedness for an educational experience or course of study. b. A test taken for practice. 2. ), were calculated. Analysis of each item indicated that the preservice teachers in both groups expressed positive attitudes toward differentiation for all groups of learners, but still held some stereotypical ideas about academically talented learners. For example, most preservice teachers agreed with the following statements: Gifted students can make it on their own without teacher direction, an effective way to identify gifted students is to look for students with the highest grades, and gifted students need longer assignments since they work faster. Both groups of preservice teachers responded similarly on the pretest to various items indicating a marginal understanding of student differences and recognition of appropriate practices to address those differences. For example, the novices agreed with the following statements: It is important for all students to do workbook work·book n. 1. A booklet containing problems and exercises that a student may work directly on the pages. 2. A manual containing operating instructions, as for an appliance or machine. 3. exercises, review pages, and textbook textbook Informatics A treatise on a particular subject. See Bible. assignments because these activities are an integral part of the curriculum; content should be varied to match students' interests and abilities; while it is appropriate for students to work on different assignments commensurate com·men·su·rate adj. 1. Of the same size, extent, or duration as another. 2. Corresponding in size or degree; proportionate: a salary commensurate with my performance. 3. with their ability levels, the means of assessment should be the same for all students. Since there were no significant differences in the pretest, the focus of the analysis was on the posttest post·test n. A test given after a lesson or a period of instruction to determine what the students have learned. . The posttest findings for Part I of the SOP resulted in several significant changes. T-tests for individual samples were used to analyze the data. Nine of the 14 items that comprised the category for advanced learners were found to be significant at the .01 level of significance. Several of the statements that were found significant were: Gifted students will take regular assignments and make them challenging on their own, some underachievers are actually gifted, grouping students is more detrimental det·ri·men·tal adj. Causing damage or harm; injurious. det  ri·men than beneficial, and having gifted students work on
individual projects or assignments isolates them from the rest of the
class.
Seven out 14 items that comprised the category for differentiating the curriculum were found to be significant at the .01 level of significance. Amongst those statements found to be significant were: The regular curriculum will challenge all students if the teacher is interesting and exciting; it is important to assess students' knowledge about the topic before beginning a new unit; if students have mastered some material before beginning a new unit they should be given an alternative assignment; and having some students work on different assignments will result in unfair grading. Part II In Part II, the novices were asked to rank the amount of time and attention they gave to each of the following groups of learners: struggling/remedial, average, and advanced. Pearson's chi-square chi-square (ki´skwar) see under distribution and test. chi-square n. was used to determine whether there were significant differences between time allocations to the three types of learners by treatment group. Results indicated no significant differences between the two groups for the pretest, but significant differences at the .01 level of significance were found on the posttest. Pretest results indicated that both treatment groups reported that they spend equal amounts of time with the three types of learners. Posttest results indicated that the comparison group spent more time with struggling students, while the differentiation group indicated they were spending more time with the advanced learners. Part III In Part III of the SOP, preservice teachers were asked to indicate how confident they felt identifying, assessing, adapting and individualizing instruction for academically talented learners. Means were compared with independent t-tests. The pretest results indicated that both groups of preservice teachers expressed a relatively high degree of confidence in all practices as indicated by mean ratings for each practice above 3.0. Posttest results indicated there was a significant difference in the means for both groups at the .01 level of significance. For the comparison group the confidence level for identifying, assessing, adapting and individualizing instruction for the advanced learner decreased from the pretest to the posttest. For the differentiation group the confidence level for identifying, assessing, adapting and individualizing instruction for the advanced learner increased from the pretest to the posttest. Part IV In Part IV, the respondents were asked to indicate which of 14 specific techniques, activities, or instructional strategies they would use with advanced, struggling/remedial and average learners. Pearson's chi-square was used to determine whether there were significant differences between the two groups and the strategies the selected for each type of learner. Chi-square results for the pretest indicated no significant differences between the two groups and the strategies they selected for advanced, average and struggling/remedial learner. Posttest comparisons yielded several significant differences for the differentiation group only. Chi-square results for the posttest indicated that preservice teachers in this group would use the following strategies with advanced learners: curriculum compacting, independent study, interdisciplinary in·ter·dis·ci·pli·nar·y adj. Of, relating to, or involving two or more academic disciplines that are usually considered distinct. interdisciplinary Adjective activities, projects, and values training. These strategies were found to be significant at the .05 level of significance. It is important to note that preservice teachers were not required to select a strategy if it was unfamiliar to them. Quantitative findings indicate that the preservice teachers in both groups had a moderate understanding of academic diversity and differentiated instruction. Orientation to the nature and needs of academically talented learners produced statistically significant changes in attitudes, confidence level and instructional strategies for the preservice teachers who participated in the differentiation workshop. These changes do not necessarily translate into major changes in the classroom, as the qualitative analysis Qualitative Analysis Securities analysis that uses subjective judgment based on nonquantifiable information, such as management expertise, industry cycles, strength of research and development, and labor relations. will demonstrate. This is, however, a starting point Noun 1. starting point - earliest limiting point terminus a quo commencement, get-go, offset, outset, showtime, starting time, beginning, start, kickoff, first - the time at which something is supposed to begin; "they got an early start"; "she knew from the for helping preservice teachers understand and shape their thinking about academically talented learners and differentiation skills. Comparison Group Interviews This group provided baseline The horizontal line to which the bottoms of lowercase characters (without descenders) are aligned. See typeface. baseline - released version data reflecting the views of preservice teachers who had no preparation for teaching academically talented learners other than that required by their teacher education programs. Interviews for the comparison group supported the quantitative results. Preservice teachers are aware of student differences, but uncertain what to do about it, indicating their lack of instructional strategies for the advanced learners. Some representative statements included: I know that students are different, but I can't teach 10 different lessons, I have trouble making my lesson meet everyone's needs. After all, I have 23 students in my class now. I don't know how to help gifted students they are so smart they probably know more than me. Numerous preservice teachers in the comparison group equated differentiation with giving students choices, using questioning strategies and cooperative learning cooperative learning Education theory A student-centered teaching strategy in which heterogeneous groups of students work to achieve a common academic goal–eg, completing a case study or a evaluating a QC problem. See Problem-based learning, Socratic method. . Differentiating to one preservice teacher was to allow brighter students to select a program on the computer and spend their free time on the computer. Another novice teacher allowed the students to select which day of the week to complete which assignments. These novices also expected gifted students to select more challenging projects or turn in exemplary papers. The interviews yielded two major obstacles that prevent novice teachers from addressing the needs of academically talented learners: lack of role models or mentors to model differentiation and lack of classroom management skills. I was never taught how to teach advanced students. I had two observations this semester, no one mentioned differentiation. When I asked my cooperating teacher what to do with the brighter students, she told me not to worry, the brighter ones read silently when they finish early. My cooperating teacher said we must keep the class together, you cannot allow students to go on to new material. It is important to note that three novices reported that they learned differentiation strategies from their cooperating teacher. These teachers encouraged the novices to vary content, process and products for the advanced learners. Their interview comments ranged from: It totally confused me. to I never gave my thought to advanced learners, now when I am planning my lessons, I do think about their needs. Lack of classroom management skills was another obstacle discussed by the novice teachers in the comparison group. Differentiating, having students learn in different ways, from different materials, at different rates seems too difficult for the novice teachers. I teach to the whole class and that is hard enough, but the remedial REMEDIAL. That which affords a remedy; as, a remedial statute, or one which is made to supply some defects or abridge some superfluities of the common law. 1 131. Com. 86. The term remedial statute is also applied to those acts which give a new remedy. Esp. Pen. Act. 1. students slow me down, they need my help. I don't know what to do with advanced students, if I let them go at their own pace, they'll they'll Contraction of they will. they'll will cover the years' work by January January: see month. . I have trouble now, the slower students require more of my time and attention. I'm I'm Contraction of I am. Our Living Language Speakers of some scattered varieties of American English sometimes use I'm instead of I've or I have in present perfect constructions, as in overwhelmed o·ver·whelm tr.v. o·ver·whelmed, o·ver·whelm·ing, o·ver·whelms 1. To surge over and submerge; engulf: waves overwhelming the rocky shoreline. 2. a. with planning now and I am only student teaching, I can' t imagine what it will be like when I get my own class. These comments also indicate a lack of confidence in their ability to adapt and individualize in·di·vid·u·al·ize tr.v. in·di·vid·u·al·ized, in·di·vid·u·al·iz·ing, in·di·vid·u·al·iz·es 1. To give individuality to. 2. To consider or treat individually; particularize. 3. instruction for the academically talented learner. Differentiation Group Interviews Interviews for the group that received the differentiation workshop provided further information regarding their attitudes, confidence and use of instructional strategies. These preservice teachers set themselves apart from the comparison by their sustained effort to differentiate. They came to the student teaching experience with several strategies to experiment with which gave them an advantage over the comparison group. Pretesting has helped me to change the pace and direction of my lessons. I was just teaching from the book, but many of my students know the information already. I tried contracts with two students; it was more work for me, but they were really busy while I taught the rest of the class. In each of my lessons I am more aware of the advanced learners, and I try to meet their needs. I know I need more practice, but they are participating more. One thing I have learned is that advanced students are not advanced in all academic areas. Testing before a unit has helped me to see who knows the material. Comments from the novices in the differentiation group regarding their attempts to differentiate their lessons were often optimistic op·ti·mist n. 1. One who usually expects a favorable outcome. 2. A believer in philosophical optimism. op and enthusiastic. I tried compacting the curriculum for several advanced students in spelling. It worked! I felt really good about helping them get more out of school. At first they were confused with the assignment I gave them (advanced learners), no one had given them choices before. They were excited and turned in some great assignments. I felt better prepared, and my lesson went smoothly. As with the comparison group, the differentiation group mentioned similar obstacles that prevented them from addressing the needs of academically talented learners. College supervisors and cooperating teachers were the most frequently mentioned obstacles. In fact, in most cases the preservice teachers were discouraged dis·cour·age tr.v. dis·cour·aged, dis·cour·ag·ing, dis·cour·ag·es 1. To deprive of confidence, hope, or spirit. 2. To hamper by discouraging; deter. 3. from experimenting with the differentiation strategies by their supervisors. Comments included: You are not graded on your ability to differentiate. Just concentrate on teaching the whole class, and Differentiation will come with practice over time. Most of the preservice teachers found that their cooperating teachers were not familiar with differentiation strategies and were of little help to them when they attempted to use these strategies. Preservice teachers stated: I wish my cooperating teacher could help me, but she thinks it is a waste of time. My cooperating teacher thinks pretesting is just extra work. My cooperating teaching won't won't Contraction of will not. won't will not won't will let me give the advanced students different work, everyone must do the same work. Several preservice teachers were able to try out the strategies in the classroom and it opened a dialog between the novice and cooperating teacher. My cooperating teacher thinks it is great that I am trying new strategies. My cooperating teacher and I are working together to learn more about differentiation strategies. My cooperating teacher has been helping me plan my lessons and improve my planning for the advanced students. Lesson Plans Each preservice teacher was asked to submit six lesson plans. Analysis of these lesson plans supported the quantitative findings that those novices in the comparison group are aware of student differences, but not sure what they should do about it. While those novices in the differentiation group knew what to do, but had difficulty implementing these adaptations. Comparison Group Lesson plans from this group reflected the one-size-fits-all one-size-fits-all adj. 1. Relating to or being a garment or covering designed to accommodate a wide range of sizes. 2. Informal Appealing or answering to a wide range of tastes or needs: approach. Each lesson was aimed at introducing one concept to an entire class. There were no provisions within the lesson plans to enrich, challenge or remediate re·me·di·a·tion n. The act or process of correcting a fault or deficiency: remediation of a learning disability. re·me learners. The lesson plans revealed that the preservice teachers in this group relied heavily on textbook material, followed by either worksheets or workbook exercises. While posttest results indicated that they were spending more time with the remedial students, their lesson plans did not reflect any modifications for these learners, or any indication that they were spending more time with these learners. Differentiation Group The lesson plans for the differentiation group were similar to those of the comparison group. For the most part, the lessons were aimed at presenting a concept to the entire class. The only distinction between the two groups was that the differentiation group used differentiation strategies more often than the comparison group. The lesson plans indicated which students would receive which strategies. The strategies that were used most often were: contracts, pretesting, curriculum compacting and choices for student products. Over the semester, 16 out of 33 preservice teachers continued to differentiate their lessons and experiment with various strategies. Of the remaining 17 novices in this group, ten attempted to differentiate in three of the six lessons, five attempted to differentiate their lessons at least once and two did not attempt to differentiate their lesson. Interview responses from this group provided some insights into why the preservice teachers attempts to differentiate declined. An overall finding was that the preservice teachers found teaching more difficult and time consuming than they imagined. My cooperating teacher has given me full responsibility, I must plan every lesson, every day. I'm a bit overwhelmed trying to plan alternative activities for my brighter students. I'm trying, but I can't do it all the' time. Teaching third grade is not as easy as I imagined, I admit I don't don't 1. Contraction of do not. 2. Nonstandard Contraction of does not. n. A statement of what should not be done: a list of the dos and don'ts. differentiate as often as I should, but I'll I'll Contraction of I will. I'll I will or I shall I'll will ~shall keep trying. It takes a great deal of time and planning, and I'm still trying to figure out the best way to handle it all. The preservice teachers who used differentiation throughout the semester credited their cooperating teachers for supporting them and allowing them to try various strategies. My cooperating teacher was very helpful, she knew her students well and could help me design activities that were appropriate for the advanced learners. My cooperating teacher didn't understand differentiation, but she recommended I speak to the gifted and talented teacher who had some really great ideas. It was great having someone to share the experience with I really learned a great deal from the gifted and talented teacher. Discussion and Implications Research has focused on the process of learning to teach and what teachers need to know to teach various content areas. Yet, little is known about how preservice teachers learn to meet the needs of diverse learners in heterogeneous Not the same. Contrast with homogeneous. heterogeneous - Composed of unrelated parts, different in kind. Often used in the context of distributed systems that may be running different operating systems or network protocols (a heterogeneous network). classrooms. The differentiation workshop called attention to academically talented learners and provided information regarding learner needs and instructional strategies. Research suggests that programs that encouraging novices to examine their beliefs are needed to challenge long-standing beliefs (Anderson, 1989), and even instructional interventions have been shown to enhance preservice teachers' awareness of academically diverse learners, gives them a vocabulary through which to frame their thinking about these learners and sustain their commitment to implementing practices to meet those needs (Saunders & Morine-Dershimer, 1990; Tomlinson et.al., 1997). At the onset of this study, most preservice teachers in both groups expressed modest moderately positive attitudes toward differentiation. The pretest also revealed that there were no significant differences between the two groups in relation to their attitudes, attention, confidence and strategies used with academically talented learners. Posttest results revealed several significant differences between the two groups. There was a change in attitude toward advanced learners and differentiation strategies for the differentiation group. Results of the survey instrument indicated, that on the pretest both groups reportedly spent equal time with advanced, remedial and average learners. Posttest analysis revealed that the comparison group was spending more time with struggling/remedial learners while the differentiation group was spending more time with the advanced learners. The preservice teachers in both groups expressed high confidence toward identifying, assessing, adapting and individualizing instruction for the three types of learners. The confidence level for the comparison group decreased from pretest to posttest while the confidence level for the differentiation group increased. Specifically, preservice teachers in this group were more confident in identifying, assessing, adapting and individualizing instruction for academically talented learners. Participation in the differentiation workshop may have provided these preservice teachers with a clearer understanding of advanced learners and their learning needs. Qualitative findings support the quantitative results. Interviews for the comparison group indicated that these preservice teachers are aware of student differences, but uncertain what to do about it, indicating their lack of instructional strategies for the advanced learners. Interviews for the differentiation group indicated that the differentiation workshop appeared to raise their awareness of and commitment to addressing the needs of the advanced learners. Their attempts to differentiate were successful where the environment was open and supportive, but where the classroom environment was not supportive the preservice teachers reverted re·vert intr.v. re·vert·ed, re·vert·ing, re·verts 1. To return to a former condition, practice, subject, or belief. 2. Law To return to the former owner or to the former owner's heirs. back to the one-size-fits-al" approach. Even though the novices in the differentiation group were more attentive at·ten·tive adj. 1. Giving care or attention; watchful: attentive to detail. 2. Marked by or offering devoted and assiduous attention to the pleasure or comfort of others. to differentiation strategies than were their peers in the comparison group, abilities to translate their beliefs into practice were limited. Lesson plans revealed that approximately one-half of the preservice teachers in the differentiation group attempted differentiation strategies for entire semester. As novices become more acquainted with the realities of the classroom, they gain a clear picture of the complexity involved in appropriate curriculum modifications to address the needs of academically diverse learners (Moon, Callahan & Tomlinson, 1999). The ability of novices to focus on student needs is an important step in teacher development. Laboskey (1994) observed that, among other characteristics, reflective Refers to light hitting an opaque surface such as a printed page or mirror and bouncing back. See reflective media and reflective LCD. novices focused on students' needs rather than on themselves or their subject matter and viewed teachers as facilitators rather than transmitters of knowledge. Interventions, such as a workshop, can serve as a starting point to educate novices on the needs of the academically talented learners and encourage novices to examine their beliefs. As preservice teachers enter the classroom, they need support from their cooperating teacher and university supervisor to model strategies and to develop teaching skills to meet the needs to the academically talented learner (Tomlinson et. al., 1997). The ability to differentiate will take time, but laying the foundation is fundamental. REFERENCES Anderson, L.M. (1989). Learners and learning. In M.C. Reynolds (Ed.) Knowledge base for the beginning teacher. Oxford: Pergamon. Ashton, P. T. (1990). Editorial. Journal of Teacher Education, 44(1), 2. Ashton, P. T. & Webb, R.B. (1986). Making a difference: Teachers' sense of efficacy and student achievement. New York New York, state, United States New York, Middle Atlantic state of the United States. It is bordered by Vermont, Massachusetts, Connecticut, and the Atlantic Ocean (E), New Jersey and Pennsylvania (S), Lakes Erie and Ontario and the Canadian province of : Longman. Brookhart, S. M., Freeman, D.J. (1992). Characteristics of entering teacher candidates. Review of Educational Research, 62(1), 37-60. Buttery, T. J. (1978). Pre-service teachers' attitude regarding gifted children. College Student Journal, 12, 288-289. Feiman-Nemser, S., & Buchmann, M. (1987). When is student teaching student education? Teacher and Teacher Education, 3, 255-273. Laboskey, V. K. (1994). Development of reflective practice: A study of preservice teachers. New York: Teachers College Press. McDiarmid, G. W. (1990). Challenge prospective teachers' beliefs during early field experience: A Quixotic quix·ot·ic also quix·ot·i·cal adj. 1. Caught up in the romance of noble deeds and the pursuit of unreachable goals; idealistic without regard to practicality. 2. undertaking? Journal of Teacher Education, 41(3), 12-20. Moon, T. R., Callahan, C. M., & Tomlinson, C. A. (1999). The effects of mentoring relationships on preservice teachers' attitudes toward academically diverse students. Gifted Child gifted child Child naturally endowed with a high degree of general mental ability or extraordinary ability in a specific domain. Although the designation of giftedness is largely a matter of administrative convenience, the best indications of giftedness are often those Quarterly, 43(2), 56-62. Nicely, R. J., Small, J. & Furman, R. (1980). Teacher attitudes toward gifted children and programs: Implications for instructional leadership. Education, 101, 12-15. Rash, P. K., & Miller, A. D. (2000). A Survey of Practices of Teachers of the Gifted. Roeper Review, 22(3), 192-194. Rubenzer, R. L., & Twaite, J. A. (1979). Attitudes of 1,200 educators toward the education of the gifted and talented: Implications for teacher preparation. Journal for the Education of the Gifted, 2, 202-213. Saunders, S., & Morine-Dershimer, G. (1990). Tuning into teaching: Preservice teachers' changing images of lessons. Journal of Classroom Interaction, 25, (1-2), 5-14. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review The Harvard Educational Review is an interdisciplinary scholarly journal of opinion and research dealing with education, published by the Harvard Education Publishing Group. The journal was founded in 1930 with circulation to policymakers, researchers, administrators, and teachers. , 57(1), 1-22. Starko, A. J., & Schack, G. D. (1989). Perceived need, teacher efficacy, and teaching strategies for the gifted and talented. Gifted Child Quarterly, 33, 118-122. Tomlinson, C. A., Callahan, C.M., Moon, T. R., Tomchin, E. M., Eiss, N. Imbeau, M., & Landrum, M. (1995). Preservice teacher preparation in meeting the needs of gifted and other academically diverse students. Charlottesville, VA: National Research Center on the Gifted and Talented. Tomlinson, C. A., Callahan, C. M., Tomchin, E., Eiss, N., Imbeau, M., & Landrum, M. (1997). Becoming architects of communities of learning: Addressing academic diversity in contemporary classrooms. Exceptional Children, 63, 269-282. Weinstein, C. S. (1989). Teacher education students' preconceptions of teaching. Journal of Teacher Education, 40(2), 53-60. Whitmore, J. (1986). Understanding a lack of motivation to excel. Gifted Child Quarterly, 30(2), 66-69. Manuscript manuscript, a handwritten work as distinguished from printing. The oldest manuscripts, those found in Egyptian tombs, were written on papyrus; the earliest dates from c.3500 B.C. submitted August, 1999. Revision accepted December, 2000. Karen Megay-Nespoli is an adjunct adjunct (aj´ungkt), n a drug or other substance that serves a supplemental purpose in therapy. adjunct professor at Teachers College where she teaches a doctoral course in gifted education Gifted education is a broad term for special practices, procedures and theories used in the education of children who have been identified as gifted or talented. Programs providing such education are sometimes called Gifted and Talented Education (GATE) or , and an adjunct professor at Long Island University-C. W. Post Campus where she teaches an undergraduate course in curriculum and assessment. |
|
||||||||||||||||||||
Printer friendly
Cite/link
Email
Feedback
Reader Opinion