Page 87 - 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. 87
Teacher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
therefore, represent a combination of teachers offering structured choice,
supporting students during their assignments, and of teachers’ involve-
ment at students by showing interest in individual differences between stu-
dents.
Cronbach’s alphas (range for the three measurement moments in the en-
compassing research project) were, respectively: 0.81 to 0.86 for factor 1 (27
items), 0.80 to 0.85 for factor 2 (12 items), and 0.76 to 0.80 for factor 3 (10 items).
Teachers’ Perception of Their Instructional Behaviour
Teachers’ perceptions, decisions and reasoning about their instructional be-
haviour was assessed by a video-stimulated recall interview with the teacher
(see Procedure). As mentioned earlier, we selected several fragments con-
sistent with gifted education scenarios and the SDT frame of reference for
the recall-interview with the teacher. For structured teacher behaviour exam-
ples included: the teacher wrote a lesson plan on the blackboard, gave clear
instruction on the subject, explained her/his expectations to the students,
triggered some individual students at their cognitive level, and offered rele-
vant feedback on students’ task related behaviour. For autonomy-supportive
teacher behaviour we selected fragments such as the teacher offered stu-
dents possibilities to choose other tasks, or to work in their own pace, and of-
fered extra support at the student’s request. For involved teacher behaviour
we included fragments such as the teacher greeted her/his students when
they came into the classroom, engaged all students by learning activities and
responded to them in a positive way, walked around and had social talks with
students.
The selected fragments were the starting point of the recall interview with
the teacher. We showed the fragments of the lesson observed, and we stim-
ulated the teacher to recall her/his thoughts for that particular moment,
her/his perception and reasoning for the behaviour, and also what s/he ex-
pected to be the effect of her/his behaviour on students’ motivation and task
engagement. We recorded the conversations with the teachers on tape, and
transcribed those afterwards.
Consistent with the triangulation mixed methods design, we computed
descriptive statistics for the quantitative data from the lesson observed of
each teacher, using the Statistical Package for the Social Sciences (SPSS). We
analysed the qualitative data of the video stimulated recall interview with the
teachers on the bases of content. Finally, for the purpose of the interpretation
of the data, we merged the two data sets, and described our findings in the
discussion section.
85
therefore, represent a combination of teachers offering structured choice,
supporting students during their assignments, and of teachers’ involve-
ment at students by showing interest in individual differences between stu-
dents.
Cronbach’s alphas (range for the three measurement moments in the en-
compassing research project) were, respectively: 0.81 to 0.86 for factor 1 (27
items), 0.80 to 0.85 for factor 2 (12 items), and 0.76 to 0.80 for factor 3 (10 items).
Teachers’ Perception of Their Instructional Behaviour
Teachers’ perceptions, decisions and reasoning about their instructional be-
haviour was assessed by a video-stimulated recall interview with the teacher
(see Procedure). As mentioned earlier, we selected several fragments con-
sistent with gifted education scenarios and the SDT frame of reference for
the recall-interview with the teacher. For structured teacher behaviour exam-
ples included: the teacher wrote a lesson plan on the blackboard, gave clear
instruction on the subject, explained her/his expectations to the students,
triggered some individual students at their cognitive level, and offered rele-
vant feedback on students’ task related behaviour. For autonomy-supportive
teacher behaviour we selected fragments such as the teacher offered stu-
dents possibilities to choose other tasks, or to work in their own pace, and of-
fered extra support at the student’s request. For involved teacher behaviour
we included fragments such as the teacher greeted her/his students when
they came into the classroom, engaged all students by learning activities and
responded to them in a positive way, walked around and had social talks with
students.
The selected fragments were the starting point of the recall interview with
the teacher. We showed the fragments of the lesson observed, and we stim-
ulated the teacher to recall her/his thoughts for that particular moment,
her/his perception and reasoning for the behaviour, and also what s/he ex-
pected to be the effect of her/his behaviour on students’ motivation and task
engagement. We recorded the conversations with the teachers on tape, and
transcribed those afterwards.
Consistent with the triangulation mixed methods design, we computed
descriptive statistics for the quantitative data from the lesson observed of
each teacher, using the Statistical Package for the Social Sciences (SPSS). We
analysed the qualitative data of the video stimulated recall interview with the
teachers on the bases of content. Finally, for the purpose of the interpretation
of the data, we merged the two data sets, and described our findings in the
discussion section.
85
