NAGC 58th Annual Convention & Exhibition
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26.2 The Relationship between Differentiated Instruction and Teacher Control in Gifted Clustered Classrooms
Track
:
Research and Evaluation
Date:
Friday, November 4, 2011
Time:
10:30 AM to 11:30 AM
EST
Room:
HEC
CO-PRESENTER
(S):
Cheryll Adams, Director, Center for Gifted Studies & Talent Development, Ball State University
Yoojung Chae, Dr., KAIST GIFTED
Rebecca Pierce, Associate Professor, Ball State University
NAGCFACULTY
(S):
Cheryll Adams, Director, Center for Gifted Studies & Talent Development, Ball State University
Yoojung Chae, Dr., KAIST GIFTED
Xiaopeng Gong, Ms, Ball state university
Rebecca Pierce, Associate Professor, Ball State University
PRESENTER
:
Xiaopeng Gong, Ms, Ball state university
Description
As part of a statewide intervention program, the aim of the current study is to examine the possible change of differentiating instruction rate in cluster-grouping classrooms and the impact of differentiation on teacher control. Ninety-six elementary teachers were randomly assigned to three groups, with varying degrees of professional development and curriculum support from gifted education experts. Results indicated the pedagogical and curriculum support significantly increased differentiation (from 23% for baseline data to 71% after intervention), and that classrooms where teachers use differentiated instruction are significantly more learner-directed with lower rates of overt teacher control for learning activities.
No items are available for this session.
