Challenging students with high abilities in inclusive math and science classrooms. (3rd July 2019)

• Record Type: Journal Article
• Authors: Freedberg, Suzanne; Bondie, Rhonda; Zusho, Akane; Allison, Courtney
• Is Part Of: High ability studies. Volume 30:Number 1/2(2019)
• Page Start: 237
• Page End: 254
• Publication Date: 2019-07-03
• Subjects: Self-regulated learning -- differentiated instruction; Gifted children -- Periodicals; Gifted persons -- Periodicals; Enfants surdoués -- Périodiques; Surdoués -- Périodiques; 153.98
• DOI: 10.1080/13598139.2019.1568185
• Languages: English
• ISSNs: 1359-8139

Abstract

ABSTRACT: The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers ( N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers' perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.