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ERIC Number: EJ1215444
Record Type: Journal
Publication Date: 2019
Pages: 17
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0278-3193
Leading Differentiated Learning for the Gifted
Chandra Handa, Manoj
Roeper Review, v41 n2 p102-118 2019
This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals' perceptions about schoolwide differentiation. Comparisons of these perceptions have been undocumented to date. Participants included 867 teachers and 120 principals from government schools in Sydney, Australia. A mixed methods approach was used, including online questionnaires and case studies of principals. Results revealed significant differences between the perceptions of principals and teachers about differentiated practices. The case studies demonstrate that exemplary principals continually enhance their understanding of differentiated learning and build their teachers' collective capacity for educating gifted learners. The findings indicate the need for stronger pedagogical congruence between principals and teachers in educating the gifted, ongoing professional education of principals and teachers in gifted education, and effective leadership actions for schoolwide differentiated learning.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia