Page 82 - 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. 82
et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
phenomenon in context, and thus, for this study, to obtain deeper under-
standing of teachers’ behaviour in classes with gifted students and interac-
tions between teacher and students that promote or hinder gifted students’
motivation.
Participants
Six secondary education teachers, experienced in teaching gifted students,
participated in the study on a voluntary base. The teachers stem from two
secondary schools with an explicit focus on gifted students. School A is a
school with enrichment classes for gifted and talented students, located in
a medium-sized town in the middle of the Netherlands. School B is a school
with specific policies for gifted education throughout the curriculum, lo-
cated in a medium-sized industrial city in the east of the Netherlands. We
approached the school principal by telephone, explained the purpose and
procedure of the study, and asked him to invite teachers for participating
in the study. We selected six teachers, based on their expertise in teaching
gifted students and their willingness to open their classroom for the pur-
pose of this study. Two teachers from school A and four teachers from school
B participated in this study. Three of the teachers were teaching in a junior
high class (students aged 12–13), and three in a senior high class (students
aged 15–16), at pre-university level, in special classes for gifted and talented
students (junior high class), and mixed-ability classes with both gifted and
non-gifted students (senior high class). Four of the teachers were teaching a
language course – mother language (Dutch), and foreign language (English)
–, one teacher math, and one teacher was teaching history (see Table 1 for
the descriptives of the teachers).
Procedure
Three months after the start of the academic school year, we observed the
teachers during one lesson in order to set a baseline for what teachers ac-
tually do in class. To register teacher behaviour during the lesson observed
we filled out a teacher observation form. To explore in-depth teachers’ per-
ceptions and thoughts of the way they organized their lesson, we opted for
a stimulated recall-interview with the teachers (Baxter & Jack, 2008; Glaudé,
Breetveld, Van den Berg, & De Bruijn, 2011). In support of the video stimu-
lated recall interview with the teacher, we included the observed lesson on
video. Before the recall-interview took place, we inspected the scores of the
lesson observed on the completed observation form. Subsequently, we se-
lected elements of the lesson in which the teacher applied teaching strate-
gies consistent with motivational teacher behaviour from gifted education
80
phenomenon in context, and thus, for this study, to obtain deeper under-
standing of teachers’ behaviour in classes with gifted students and interac-
tions between teacher and students that promote or hinder gifted students’
motivation.
Participants
Six secondary education teachers, experienced in teaching gifted students,
participated in the study on a voluntary base. The teachers stem from two
secondary schools with an explicit focus on gifted students. School A is a
school with enrichment classes for gifted and talented students, located in
a medium-sized town in the middle of the Netherlands. School B is a school
with specific policies for gifted education throughout the curriculum, lo-
cated in a medium-sized industrial city in the east of the Netherlands. We
approached the school principal by telephone, explained the purpose and
procedure of the study, and asked him to invite teachers for participating
in the study. We selected six teachers, based on their expertise in teaching
gifted students and their willingness to open their classroom for the pur-
pose of this study. Two teachers from school A and four teachers from school
B participated in this study. Three of the teachers were teaching in a junior
high class (students aged 12–13), and three in a senior high class (students
aged 15–16), at pre-university level, in special classes for gifted and talented
students (junior high class), and mixed-ability classes with both gifted and
non-gifted students (senior high class). Four of the teachers were teaching a
language course – mother language (Dutch), and foreign language (English)
–, one teacher math, and one teacher was teaching history (see Table 1 for
the descriptives of the teachers).
Procedure
Three months after the start of the academic school year, we observed the
teachers during one lesson in order to set a baseline for what teachers ac-
tually do in class. To register teacher behaviour during the lesson observed
we filled out a teacher observation form. To explore in-depth teachers’ per-
ceptions and thoughts of the way they organized their lesson, we opted for
a stimulated recall-interview with the teachers (Baxter & Jack, 2008; Glaudé,
Breetveld, Van den Berg, & De Bruijn, 2011). In support of the video stimu-
lated recall interview with the teacher, we included the observed lesson on
video. Before the recall-interview took place, we inspected the scores of the
lesson observed on the completed observation form. Subsequently, we se-
lected elements of the lesson in which the teacher applied teaching strate-
gies consistent with motivational teacher behaviour from gifted education
80
