Page 86 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
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et C. De Boer, Marie-Christine J. L. Opdenakker, and Alexander E. M. G. Minnaert
Table 3 Examples of Selected and Adapted Items: Teacher Report of Teacher Context (TASC)
Autonomy Selected item I try to give these students a lot of choices about classroom
support assignments
Adapted form The teacher provides opportunities for students to make
choices of their own interest
Selected item I can’t let this student do things his/her own way (negative
valence – revised scored)
Adapted form The teacher creates opportunities for students to process in
their own way (positive valence)
Structure Selected item I talk with this student about my expectations for him/her
Adapted form The teacher indicates possible efforts for students to accom-
plish the task
Selected item I show this student different ways to solve a problem
Adapted form The teacher gives directions to students how to progress
their assignments
Involvement Selected item This student can count on me to be there for him/her
Adapted form The teacher sets individual students’ mind at ease if necessary
SDT framework, is stressed (De Boer et al., 2013). Hence, the researchers per-
formed exploratory factor analyses (EFA) with principal components on the
items selected, which revealed the existence of three factors (20 items were
eliminated because they failed to load substantially on any factor).
Factor 1 is defined as global instructional strategies. Items loading on this
factor represent teacher behaviour which is explained as fairly general in-
structional behaviour, with characteristics of structured teaching behaviour
like, planning the lesson, offering structured choice, and communicating
clearly expectations, as well as supporting students with their task, and
showing involvement with the students. Example items include: ‘The teacher
encourages problem-solving and independent learning-strategies,’ and
‘shows confidence in the abilities of the students.’
Teaching strategies loading on Factor 2 are identified as autonomy-sup-
portive teaching strategies. Sample items include: ‘The teacher activates indi-
vidual students to make challenging assignments,’ and ‘creates opportunities
for students to process in their own way.’
Items loading on factor 3 represent teaching strategies which are defined
as specific differential teaching strategies. Sample items include: ‘The teacher
reveals the differences between students in relation to the students’ levels,
time spent on learning, and planning,’ and ‘The teacher differentiates to the
cognitive level of students,’ and ‘supports students by assignments differ-
ent from the regular program.’ These specific differential teaching strategies,
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Table 3 Examples of Selected and Adapted Items: Teacher Report of Teacher Context (TASC)
Autonomy Selected item I try to give these students a lot of choices about classroom
support assignments
Adapted form The teacher provides opportunities for students to make
choices of their own interest
Selected item I can’t let this student do things his/her own way (negative
valence – revised scored)
Adapted form The teacher creates opportunities for students to process in
their own way (positive valence)
Structure Selected item I talk with this student about my expectations for him/her
Adapted form The teacher indicates possible efforts for students to accom-
plish the task
Selected item I show this student different ways to solve a problem
Adapted form The teacher gives directions to students how to progress
their assignments
Involvement Selected item This student can count on me to be there for him/her
Adapted form The teacher sets individual students’ mind at ease if necessary
SDT framework, is stressed (De Boer et al., 2013). Hence, the researchers per-
formed exploratory factor analyses (EFA) with principal components on the
items selected, which revealed the existence of three factors (20 items were
eliminated because they failed to load substantially on any factor).
Factor 1 is defined as global instructional strategies. Items loading on this
factor represent teacher behaviour which is explained as fairly general in-
structional behaviour, with characteristics of structured teaching behaviour
like, planning the lesson, offering structured choice, and communicating
clearly expectations, as well as supporting students with their task, and
showing involvement with the students. Example items include: ‘The teacher
encourages problem-solving and independent learning-strategies,’ and
‘shows confidence in the abilities of the students.’
Teaching strategies loading on Factor 2 are identified as autonomy-sup-
portive teaching strategies. Sample items include: ‘The teacher activates indi-
vidual students to make challenging assignments,’ and ‘creates opportunities
for students to process in their own way.’
Items loading on factor 3 represent teaching strategies which are defined
as specific differential teaching strategies. Sample items include: ‘The teacher
reveals the differences between students in relation to the students’ levels,
time spent on learning, and planning,’ and ‘The teacher differentiates to the
cognitive level of students,’ and ‘supports students by assignments differ-
ent from the regular program.’ These specific differential teaching strategies,
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