Teachers’ Reflections On Their Own Experience Of Teaching Gifted Students In Homogenous Classes
DOI:
https://doi.org/10.18533/p87rz390Abstract
The study aimed to explore teachers’ reflections on their own experiences in teaching gifted students in homogenous classes. The study employed the qualitative research design through the focus group interview method which included the focus group discussions to collect the qualitative data from six primary school teachers, who had over three years of experience in teaching gifted students in homogenous classes. The overall findings indicated the value of teachers’ reflection on evaluating their own experiences and identifying the critical challenges they observed. Although teachers supported the additional lessons of enrichment and curriculum compacting as the most valuable experience, the findings showed the extent to which teachers became concerned about the utilization of the same curriculum content, assessment, and learning outcomes which are not different from heterogenous classes. Applying enrichment in all subjects for gifted students in mixed-ability classes needs to be considered as possible alternative option to homogenous classes. The findings raised critical challenges of homogenous classes regarding the social interaction of gifted students, parental involvement, and counselling services. Implications and recommendations for future research and practice are offered.
References
Adams-Byers, J., Whitsell, S. S., & Moon, S. M. (2004). Gifted students’ perceptions of the academic and social/emotional effects of homogeneous and heterogeneous grouping. Gifted Child Quarterly, 48(1), 7-20. https://doi.org/10.1177/001698620404800102
Aguirre, J., & Speer, N. M. (1999). Examining the relationship between beliefs and goals in teacher practice. Journal of mathematical behavior, 18(3), 327-356.
Alarfaj, A.A. (2021). Gifted classes: student and parent perceptions of the Saudi Royal Commission for Jubail and Yanbu’s Programme. The Scientific Journal of King Faisal University: Humanities and Management Sciences, 22, 6–14. DOI: 10.37575/h/edu/1000
Alfaiz, F. S., Alfaid, A. A., & Aljughaiman, A. M. (2022) Current status of gifted education in Saudi Arabia, Cogent Education, 9 (1), DOI: 10.1080/2331186X.2022.2064585 .
Aljughaiman, A. (2006). The school enrichment model. King Abdulaziz and His Companions Foundation for the Gifted.
Almuaili, F.A., & Alarfaj, A.A. (2023). Comparison of the quality of services provided and the level of achievement between gifted schools and gifted students classes attached to general education schools from their point of view. The Resalah of Arabian Gulf, 169 (44), 21-43. http://search.mandumah.com/Record/1405689
Alnafie, A., Al Gateai, A., Al Dudiban, S., Al Hazmi, M., & Al Saleem. (2000). The program of identifying and nurturing gifted children. King AbdulAziz City for Science and Technology.
AlNafie, A., & Darandari, E. Z. (2011). Towards implementing a new model for quality and accreditation of schools in Gulf Countries. Paper presented at the 1st International Conference on Total Quality in K–12 Education, Riyadh, Saudi Arabia.
Anderson, R.H., & Pavan, B.N. (1993). Nongradedness: Helping it to happen. Technomic Publishing Company .
Azano, A., Missett, T. C., Callahan, C. M., Oh, S., Brunner, M., Foster, L. H. (2011). Exploring the relationship between fidelity of implementation and academic achievement in a third-grade gifted curriculum: A mixed-methods study. Journal of Advanced Academics, 22(5), 693-719.
Baum, S. M., Olenchak, F. R., & Owen, S. V. (1998). Gifted students with attention deficits: Fact and/or Fiction? or, can we see the forest for the trees?. Gifted Child Quarterly, 42(2), 96-104.
Boaler, J. (1997). When even the winners are losers: evaluating the experiences of ‘top set’students. Curriculum Studies, 29(2), 165-182.
Brickhouse, N. W. (1990). Teachers' beliefs about the nature of science and their relationship to classroom practice. Journal of Teacher Education, 41(3), 53-62.
Cheung, R. H. P. (2012). Teaching for creativity: Examining the beliefs of early childhood teachers and their influence on teaching practices. Australasian Journal of Early Childhood, 37(3), 43-52. https://doi.org/10.1177/183693911203700307
Colangelo, N. (2002). Counselling gifted and talented students. NRC/GT Newsletter, Fall, 5-9.
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Pearson
Feldhusen, J. F., & Moon, S. M. (1992). Grouping gifted Students: Issues and concerns. Gifted Child Quarterly, 36(2), 63-67. https://doi.org/10.1177/001698629203600202
Gaventa, J., & Cornwall, A. (2008). Power and knowledge. In P. Reason & H. Bradbury (Eds.), The SAGE handbook of action research: Participative inquiry and practice (2nd ed., pp. 172–189). SAGE Publications.
Heron, J., & Reason, P. (2001). The practice of cooperative inquiry: Research ‘with’ rather than ‘on’ people. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 179–188). SAGE Publications.
Kennedy, M. M. (2004). Reform ideals and teachers’ practical intentions. Education Policy Analysis Archives, 12(13).
King Abdul-Aziz and his Companions Foundation for Giftedness and Creativity “Mawhiba” (2023, December 4). The National Program for Gifted Identification. https://www.mawhiba.org/en/Initiatives/Identification/Pages/Tests.aspx
Kolb, K. J., & Jussim, L. (1994). Teacher expectations and underachieving gifted children. Roeper Review, 17, 26-30.
Koshy, V., & Pinheiro-Torres, C. (2013). “Are we being de- gifted, miss?” Primary school gifted and talented coordinators’ responses to the gifted and talented education policy in England. British Educational Research Journal, 39(6), 953–978.
Kulik, J.A. and Kulik, C.C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36 (2), 73-77.
Lassila, E., Hyry-Beihammer, E. K., Kizkapan, O., Rocena, A., & Sumida, M. (2023). Giftedness in inclusive classrooms: A cross-cultural examination of pre-service teachers’ thinking in Finland, Austria, Turkey, the Philippines, and Japan. Gifted Child Quarterly, 67(4), 306-324. https://doi.org/10.1177/00169862231183652
Lovecky, D. V. (2023). Different Minds: Gifted children with ADHD, ASD, and other dual exceptionalities (2nd ed.). Jessica Kingsley.
Matthews, D., & Kitchen, J. (2007). School-within-a-school gifted programs: Perceptions of students and teachers in public secondary schools. Gifted Child Quarterly. 51 (3), 256-271. https://doi.org/10.1177/0016986207302720
Mills, G. E. (2011). Action research: A guide for the teacher researcher (4th ed.). Pearson.
Ministry of Education. (1995). The educational policy in the Kingdom of Saudi Arabia (4th ed.). Ministry of Education.
Ministry of Education (2016). Guideline for implementing the special classes for gifted students. Ministry of Education.
Mowbray, C. T., Holter, M. C., Teague, G. B., & Bybee, D. (2003). Fidelity criteria: Development, measurement, and validation. American Journal of Evaluation, 24, 315-340.
Neihart, M., Pfeiffer, S. I., Cross, T. L. (eds.). (2021). The social and emotional development of gifted children: What do we know? (2nd ed.). Routledge.
Park, P. (2001). Knowledge and participatory research. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 81–90). London: SAGE Publications.
Pine, G. J. (2009). Teacher action research: Building knowledge democracies. SAGE Publications.
Pedersen, B., Makel, M. C., Rambo-Hernandez, K. E., Peters, S. J., & Plucker, J. (2023). Most mathematics classrooms contain wide-ranging achievement levels. Gifted Child Quarterly, 67(3), 220-234. https://doi.org/10.1177/00169862231166074
Ramos, A., Lavrijsen, J., Linnenbrink-Garcia, L., Soenens, B., Vansteenkiste, M., Sypré, S., Boncquet, M., & Verschueren, K. (2023). *Motivational pathways underlying gifted underachievement: Trajectory classes, longitudinal outcomes, and predicting factors. Gifted Child Quarterly, 67(3), 179-197. https://doi.org/10.1177/00169862221132279
Reason, P., & Bradbury, H. (2001). Introduction: Inquiry and participation in search of a world worthy of human aspiration. In P. Reason & H. Bradbury (Eds.), Handbook of action research: Participative inquiry and practice (pp. 1–14). SAGE Publications.
Reis, S. M., & Westberg, K. L. (1994). The impact of staff development on teachers’ ability to modify curriculum for gifted and talented students. Gifted Child Quarterly, 38(3), 127-135. https://doi.org/10.1177/001698629403800306
Reis, S. M., & Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308–317. https://doi.org/10.1016/j.lindif.2009.10.012
Richardson, V. A. (1996). The role of attitudes and beliefs in learning to teach. In J. Sikula & T. Buttery & E. Guyton (Eds.), Handbook of Research on Teacher Education (pp. 102-119). Macmillan.
Roberts, J. L. & Inman, T. F. (2023). Strategies for differentiating instruction:
Best practices for the classroom. Taylor & Francis Group.
Rogers, K.B. (1993). Grouping the gifted and talented: Questions and answers. Roeper Review, 16(1), 8-12
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.
Schön, D. A. (1987). Educating the reflective practitioner. Jossey-Bass.
Slavin, R. E. (1990). Achievement effects of ability grouping in secondary schools: A best-evidence synthesis. Review of Educational Research, 60(3), 471–499. https://doi.org/10.2307/1170761
Stipek, D., Givvin, K. B., Salmon, J. M., & Macgyvers, V. (2001). Teachers’ beliefs and practices related to mathematics instruction. Teaching and Teacher Education. 17 (2), 213-226.
Tirri, K., & Kuusisto, E. (2013). How Finland serves gifted and talented pupils. Journal for the Education of the Gifted, 36, 84–96.
VanTassel-Baska, J. (2013). The world of cross-cultural research: Insights for gifted education. Journal for the Education of the Gifted, 36(1), 6–18.
Vialle, W., & Rogers, K. B. (2009). Educating the gifted learner. David Barlow Publishing.
Waters‐Adams, S. (2006). The relationship between understanding of the nature of science and practice: The influence of teachers’ beliefs about education, teaching and learning. International Journal of Science Education, 28 (8), 919-944.
Webb, J. T., Amend, E. R., Webb, N. E., Goerss, J., Beljan, P., & Olenchak, F. R. (2005). Misdiagnosis and dual diagnoses of gifted children and adults: ADHD, Bipolar, OCD, Asperger's, depression, and other disorders. Great Potential Press.
Downloads
Published
Issue
Section
License
Copyright (c) 2024 Faisal Yahya Alamiri
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
