Page 80 - 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. 80
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
are effective – it is unclear what it is that really works, under which conditions
it works, and for whom it works. Moreover, it appears that the effectiveness
of classrooms settings is judged predominantly by students’ cognitive out-
comes as markers of quality, with less attention for students’ non-cognitive
changes in behaviour and for the influence of teacher behaviour on students’
outcomes (e.g., Borland, 2003; Coleman, 2014). In addition, research on gifted
education and on the qualities, competencies, and skills teachers have to
comply with to teach gifted students, is scarce in the Netherlands (Dutch Or-
ganization of Scientific Research, 2012; Segers & Hoogeveen, 2012). Hence,
there is limited knowledge what teachers actually do in class to challenge
and motivate their gifted students.
Besides, even though teachers acknowledge that gifted students need
specific support, and emphasize the importance of a good relationship with
their students (De Boer, Brakke, & Minnaert, 2013), the need for care for gifted
and talented students is still often underestimated, and is often considered
to be a luxury problem. As a result, the motivation of gifted and talented stu-
dents does not always seem to be adequately triggered by the learning envi-
ronment in Dutch secondary education schools (De Boer & Minnaert, 2011; De
Boer, Minnaert, & Kamphof, 2013; Minnaert, 2005). Consequently, an in-depth
investigation of teacher behaviour in classes with gifted students, seems nec-
essary to better understand components crucial for increasing gifted stu-
dents’ motivation. In addition, by emphasizing the influence of the social or
educational setting on students’ motivation, SDT provides complementary
perspectives for gifted education on the links between teacher behaviour
and the learning environment created. In view of that, this study on teacher
behaviour in classes with gifted students is nested within the SDT frame of
reference.
To build on these understandings, we explored what six teachers of gifted
secondary education students actually do in their class to challenge and mo-
tivate their gifted students. By means of videotaped lessons and recall in-
terviews, teachers were stimulated to reflect on their behaviour, and to ex-
plain which factors influenced their decision making. Our special interest was
to identify components of the learning environment, which promote gifted
students’ motivation, and which are supportive for further empirical enquiry
into the specification of relevant dimensions of teacher behaviour to moti-
vate gifted students with regard to the SDT frame of reference.
We formulated the following interrelated research questions:
1. To what extent do teachers of gifted students challenge and motivate
78
are effective – it is unclear what it is that really works, under which conditions
it works, and for whom it works. Moreover, it appears that the effectiveness
of classrooms settings is judged predominantly by students’ cognitive out-
comes as markers of quality, with less attention for students’ non-cognitive
changes in behaviour and for the influence of teacher behaviour on students’
outcomes (e.g., Borland, 2003; Coleman, 2014). In addition, research on gifted
education and on the qualities, competencies, and skills teachers have to
comply with to teach gifted students, is scarce in the Netherlands (Dutch Or-
ganization of Scientific Research, 2012; Segers & Hoogeveen, 2012). Hence,
there is limited knowledge what teachers actually do in class to challenge
and motivate their gifted students.
Besides, even though teachers acknowledge that gifted students need
specific support, and emphasize the importance of a good relationship with
their students (De Boer, Brakke, & Minnaert, 2013), the need for care for gifted
and talented students is still often underestimated, and is often considered
to be a luxury problem. As a result, the motivation of gifted and talented stu-
dents does not always seem to be adequately triggered by the learning envi-
ronment in Dutch secondary education schools (De Boer & Minnaert, 2011; De
Boer, Minnaert, & Kamphof, 2013; Minnaert, 2005). Consequently, an in-depth
investigation of teacher behaviour in classes with gifted students, seems nec-
essary to better understand components crucial for increasing gifted stu-
dents’ motivation. In addition, by emphasizing the influence of the social or
educational setting on students’ motivation, SDT provides complementary
perspectives for gifted education on the links between teacher behaviour
and the learning environment created. In view of that, this study on teacher
behaviour in classes with gifted students is nested within the SDT frame of
reference.
To build on these understandings, we explored what six teachers of gifted
secondary education students actually do in their class to challenge and mo-
tivate their gifted students. By means of videotaped lessons and recall in-
terviews, teachers were stimulated to reflect on their behaviour, and to ex-
plain which factors influenced their decision making. Our special interest was
to identify components of the learning environment, which promote gifted
students’ motivation, and which are supportive for further empirical enquiry
into the specification of relevant dimensions of teacher behaviour to moti-
vate gifted students with regard to the SDT frame of reference.
We formulated the following interrelated research questions:
1. To what extent do teachers of gifted students challenge and motivate
78
