Page 77 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 77
Teacher Strategies to Motivate
Gifted Students: A Multiple Case Study
on Teacher Behavior
Greet C. De Boer
University of Groningen, The Netherlands
g.c.de.boer@rug.nl
Marie-Christine J. L. Opdenakker
University of Groningen, The Netherlands
m.c.j.l.opdenakker@rug.nl
Alexander E. M. G. Minnaert
University of Groningen, The Netherlands
a.e.m.g.minnaert@rug.nl
Six experienced teachers of gifted secondary students were studied to gain
insight in their teaching strategies and decisions to challenge and motivate
gifted students. Based upon self-determination theory, the extent to which
teachers meet gifted students’ basic psychological needs (competence, au-
tonomy, relatedness) was focused upon. A mixed-methods approach was
used by means of in-class observations and video-stimulated recall interviews.
All teachers demonstrated a mediocre level of structured teaching strate-
gies, hence meeting students’ need for competence. However, a low level of
autonomy-supportive and differential teaching strategies was encountered,
which might hinder students’ motivation over time.
Keywords: teacher behaviour, gifted students, learning contexts, motivation,
self-determination theory
In literature on giftedness, it is stated that intellectual gifted and talented
students have special psychological and learning needs. Hence, they require
a differentiated, adaptive curriculum embedded within an optimal learning
environment, to maintain their learning motivation and to reach to their po-
tential (Chan, 2001; Cheung & Hui, 2011; Graffam, 2006; Hertberg-Davis, 2009;
Mills, 2003; Sisk, 2009; Tomlinson et al., 2003). The importance of a strong
and supportive environment for the development of talent is widely recog-
nized, however, the proposed curricular adaptations do not provide clear
guidelines for schools and teachers how to create an optimal motivating
learning environment. Researchers within the domain mentioned (Bentley,
2001; Eyre, 2002; Hoogeveen, Van Hell, & Verhoeven, 2011; Renzulli & Reis,
2000; VanTassel-Baska, 2006; VanTassel-Baska et al., 2008; Vialle & Quigley,
75
Gifted Students: A Multiple Case Study
on Teacher Behavior
Greet C. De Boer
University of Groningen, The Netherlands
g.c.de.boer@rug.nl
Marie-Christine J. L. Opdenakker
University of Groningen, The Netherlands
m.c.j.l.opdenakker@rug.nl
Alexander E. M. G. Minnaert
University of Groningen, The Netherlands
a.e.m.g.minnaert@rug.nl
Six experienced teachers of gifted secondary students were studied to gain
insight in their teaching strategies and decisions to challenge and motivate
gifted students. Based upon self-determination theory, the extent to which
teachers meet gifted students’ basic psychological needs (competence, au-
tonomy, relatedness) was focused upon. A mixed-methods approach was
used by means of in-class observations and video-stimulated recall interviews.
All teachers demonstrated a mediocre level of structured teaching strate-
gies, hence meeting students’ need for competence. However, a low level of
autonomy-supportive and differential teaching strategies was encountered,
which might hinder students’ motivation over time.
Keywords: teacher behaviour, gifted students, learning contexts, motivation,
self-determination theory
In literature on giftedness, it is stated that intellectual gifted and talented
students have special psychological and learning needs. Hence, they require
a differentiated, adaptive curriculum embedded within an optimal learning
environment, to maintain their learning motivation and to reach to their po-
tential (Chan, 2001; Cheung & Hui, 2011; Graffam, 2006; Hertberg-Davis, 2009;
Mills, 2003; Sisk, 2009; Tomlinson et al., 2003). The importance of a strong
and supportive environment for the development of talent is widely recog-
nized, however, the proposed curricular adaptations do not provide clear
guidelines for schools and teachers how to create an optimal motivating
learning environment. Researchers within the domain mentioned (Bentley,
2001; Eyre, 2002; Hoogeveen, Van Hell, & Verhoeven, 2011; Renzulli & Reis,
2000; VanTassel-Baska, 2006; VanTassel-Baska et al., 2008; Vialle & Quigley,
75
