Page 95 - 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. 95
Teacher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
tics of an optimal learning environment for gifted students, SDT seems ef-
fective in revealing what teachers actually do in class to challenge and mo-
tivate gifted students. The results of this small-scale study cannot be gen-
eralized to teacher behaviour for gifted students in general. Nevertheless,
the results reveal several clear implications of teacher behaviour and char-
acteristics of the learning environment the teacher creates, regarding the
extent to which teachers meet gifted students’ basic psychological needs.
Hence, in order to investigate whether teachers are providing an optimal mo-
tivating and supportive learning environment for their gifted students, re-
search with a self-determination perspective also seems valuable for under-
standing gifted students’ learning needs. Research on the development of
gifted students’ motivation in class along the motivation continuum of SDT is
scarce (see also Garn & Jolly, 2014), as is research on the relationship between
gifted students’ motivation and teachers’ instructional behaviour through
the lens of SDT (Clinkenbeard, 2012). Hence, further research on students’
perceptions of teacher behaviour is required to investigate the relationship
between teacher behaviour and gifted students’ motivation, their motiva-
tional development during a school year, and their motivation for different
subject-matters. Supplementary in-depth studies focusing on how teachers
may contribute to gifted students’ basic need satisfaction can be supportive
in developing clear guidelines for teachers on how to optimize the learning
environment for gifted students and how to support them in achieving their
capability.
Conclusion
Self-determination theory framework seems effective in revealing what
teachers actually do in class to challenge and motivate gifted students. This
theoretical framework is of added value to investigate the characteristics
of optimal learning environments conducive for the gifted. Based on in-
class observations, we noticed that teachers generally met their students’
need for competence and relatedness, but run short of obtaining a sufficient
level of differentiation and to meet students’ need for autonomous learn-
ing. In-depth interviews revealed that teachers stressed the importance of
well-planned lessons and a good teacher–student relationship, but were less
aware of how they could actually contribute to students’ motivation and task
engagement.
Acknowledgements
This case study is part of an ongoing and more extensive research project on
triggering the motivation of gifted students in secondary education schools,
93
tics of an optimal learning environment for gifted students, SDT seems ef-
fective in revealing what teachers actually do in class to challenge and mo-
tivate gifted students. The results of this small-scale study cannot be gen-
eralized to teacher behaviour for gifted students in general. Nevertheless,
the results reveal several clear implications of teacher behaviour and char-
acteristics of the learning environment the teacher creates, regarding the
extent to which teachers meet gifted students’ basic psychological needs.
Hence, in order to investigate whether teachers are providing an optimal mo-
tivating and supportive learning environment for their gifted students, re-
search with a self-determination perspective also seems valuable for under-
standing gifted students’ learning needs. Research on the development of
gifted students’ motivation in class along the motivation continuum of SDT is
scarce (see also Garn & Jolly, 2014), as is research on the relationship between
gifted students’ motivation and teachers’ instructional behaviour through
the lens of SDT (Clinkenbeard, 2012). Hence, further research on students’
perceptions of teacher behaviour is required to investigate the relationship
between teacher behaviour and gifted students’ motivation, their motiva-
tional development during a school year, and their motivation for different
subject-matters. Supplementary in-depth studies focusing on how teachers
may contribute to gifted students’ basic need satisfaction can be supportive
in developing clear guidelines for teachers on how to optimize the learning
environment for gifted students and how to support them in achieving their
capability.
Conclusion
Self-determination theory framework seems effective in revealing what
teachers actually do in class to challenge and motivate gifted students. This
theoretical framework is of added value to investigate the characteristics
of optimal learning environments conducive for the gifted. Based on in-
class observations, we noticed that teachers generally met their students’
need for competence and relatedness, but run short of obtaining a sufficient
level of differentiation and to meet students’ need for autonomous learn-
ing. In-depth interviews revealed that teachers stressed the importance of
well-planned lessons and a good teacher–student relationship, but were less
aware of how they could actually contribute to students’ motivation and task
engagement.
Acknowledgements
This case study is part of an ongoing and more extensive research project on
triggering the motivation of gifted students in secondary education schools,
93
