Factors Affecting the Perceptions and Practices of Differentiated Curricula and Pedagogies for Gifted and Talented Students

Education Sciences

Sandra N. Kaplan¹ 

[1] Rossier School of Education, University of Southern California, Los Angeles, CA 90007, USA;

关键词: differentiation;    gifted;    perceptions;    curriculum;    instruction;   

DOI  :  10.3390/educsci12010041

来源: DOAJ

【 摘 要 】

The definitions and implementation of differentiated curricula and instruction for gifted and talented students have been affected by a myriad of philosophical and institutional factors defined by educators, community members, and gifted and talented students. The ramifications of these factors affect the focus and subsequent objectives and outcomes of differentiated curricula and instruction for gifted and talented students. A set of questions regarding the structure and implications of differentiated curricula and instruction for gifted and talented students are presented. Concepts such as specificity versus generalization, transfer of training, and conflict of interests are discussed and exemplified theoretically, philosophically, and pragmatically to respond to these questions.

【 授权许可】

Unknown