Unlocking the GATE: a qualitative study of two self-contained gifted classes.The main purpose of this qualitative study was to examine and describe the differentiation strategies implemented in self-contained, fourth- and fifth-grade gifted classrooms to challenge identified gifted and talented students. The unit of study was the 2 self-contained GATE (Gifted and Talented Education) classes at an elementary school elementary school: see school. in California. This study explored teacher understanding of cognitive challenge and curriculum differentiation in relation to their pedagogy. It also investigated factors influencing gifted teachers' practices in, and the identified gifted students' perceptions of, a self-contained program. Case study data was used to document the interactions between teachers and students and between peers to capture the type of teaching and learning that occurs in a self-contained gifted program in hopes of stimulating conversation about the optimal educational setting for identified gifted children and the best ways to meet their academic and social-emotional needs. The concept of ascending ascending /as·cend·ing/ (ah-send´ing) having an upward course.ascending progressing to higher levels, usually used in reference to the nervous system. intellectual demand from the Parallel Curriculum Model was used as the conceptual framework For the concept in aesthetics and art criticism, see . A conceptual framework is used in research to outline possible courses of action or to present a preferred approach to a system analysis project. for analyzing challenge in the classroom. Robin Linn-Cohen earned a Ph.D. in Curriculum and Instruction from the University, of Illinois at Urbana-Champaign in 2003. She currently works at Northwestern University Northwestern University, mainly at Evanston, Ill.; coeducational; chartered 1851, opened 1855 by Methodists. In 1873 it absorbed Evanston College for Ladies. , as an assistant director at the Center for Talent Development and as the Director of Undergraduate Teacher Education. Her research interests surround 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. , prescribed standards, and standardized testing A standardized test is a test administered and scored in a standard manner. The tests are designed in such a way that the "questions, conditions for administering, scoring procedures, and interpretations are consistent" [1] . E-mail: r-linn@northwestern.edu |
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