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This cross-cultural study, utilizing a structured instructional behavior rating form, examined distinguishing and comparable teaching practices in secondary gifted classrooms in Singapore and the United States. Teachers from Singapore (n = 67) and teachers from the United States (n = 33) in 5 subject domains including math, science, English, social studies, and second language were observed. The study showed that Singapore teachers demonstrated a higher level of effectiveness than American teachers in both general teacher behaviors and differentiation strategies. The level of instructional effectiveness appeared to be positively related to the number of years of teaching experience and training in differentiation practices for the gifted. (Contains 1 figure, 5 tables and 2 end notes.)

This study examines Title 1 heterogeneous classroom teachers' instructional behavior change through implementing well-designed research-based curriculum units and attending regular professional development activities across 3 years. Employing an experimental design, this study compares experimental and comparison teachers' behavioral changes as measured by an observation scale of differentiated teaching strategies across 3 years. The results show that experimental teachers received statistically significant and educationally important higher ratings than comparison teachers on differentiated strategy use and effectiveness across 3 years. The study corroborates the research literature that shows that teachers' instructional improvement takes 2 years to manifest its effectiveness and to shape belief in student learning benefits. (Contains 7 tables.)

To help teachers develop a repertoire of instructional strategies that will effect positive changes on students' learning outcomes is essential for both general education and the field of gifted education. This article introduces readers to a classroom observation tool that is designed to help assess professional development needs of teachers of gifted learners in practicing differentiation best practices. The authors give an extensive review of the literature, discuss the blueprint for constructing the scale, and provide a detailed description of the scale development process, the technical adequacy data of the instrument, as well as how the instrument can be used in multiple settings. The authors also draw implications for using this tool to connect the instructional efficacy of teachers to student learning outcomes. (Contains 5 tables.)

This study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum. Findings suggest that gifted student learning at grades 3 to 5 has been enhanced at significant and important levels in language arts critical reading and persuasive writing and scientific research design skills, through the use of the curriculum across individual academic years and over a period of 6 years. Repeated exposure over 2- to 3-year periods across cohort groups demonstrated strong increasing achievement patterns. The majority of all stakeholder groups found the curriculum to be effective and beneficial in very specific ways.

To help teachers develop a repertoire of instructional strategies that will effect positive changes on students' learning outcomes is essential for both general education and the field of gifted education. This article introduces readers to a classroom observation tool that is designed to help assess professional development needs of teachers of gifted learners in practicing differentiation best practices. The authors give an extensive review of the literature, discuss the blueprint for constructing the scale, and provide a detailed description of the scale development process, the technical adequacy data of the instrument, as well as how the instrument can be used in multiple settings. The authors also draw implications for using this tool to connect the instructional efficacy of teachers to student learning outcomes., The purpose of this article is to share validation data on a new scale--to judge the efficacy of teacher behaviors in respect to key differentiation strategies found to be effective [...]

To help teachers develop a repertoire of instructional strategies that will effect positive changes on students' learning outcomes is essential for both general education and the field of gifted education. This article introduces readers to a classroom observation tool that is designed to help assess professional development needs of teachers of gifted learners in practicing differentiation best practices. The authors give an extensive review of the literature, discuss the blueprint for constructing the scale, and provide a detailed description of the scale development process, the technical adequacy data of the instrument, as well as how the instrument can be used in multiple settings. The authors also draw implications for using this tool to connect the instructional efficacy of teachers to student learning outcomes. [ABSTRACT FROM AUTHOR]

This study examines the effects over time of implementing the William and Mary language arts and science curriculum for gifted learners designed around the Integrated Curriculum Model (ICM) in one suburban school district. It also analyzes stakeholders' perceptions of the effectiveness of the curriculum. Findings suggest that gifted student learning at grades 3 to 5 has been enhanced at significant and important levels in language arts critical reading and persuasive writing and scientific research design skills, through the use of the curriculum across individual academic years and over a period of 6 years. Repeated exposure over 2- to 3-year periods across cohort groups demonstrated strong increasing achievement patterns. The majority of all stakeholder groups found the curriculum to be effective and beneficial in very specific ways. [ABSTRACT FROM AUTHOR]