Advisor(s) - Committee Chair
Dr. Julia Link Roberts (Director), Dr. Janet Tassell, and Dr. Tyler Clark
School of Teacher Education
Specialist in Education
The purpose of this research was to measure the ways elementary school teachers are differentiating instruction for their gifted and talented students and to gauge their awareness of the need for implementing appropriate differentiation strategies they use in their classrooms. The study surveyed elementary teachers currently teaching in one large school district in Kentucky. Teachers responded to 38 survey items, indicating how often they use specific practices with their gifted students versus with their average-achieving students.
The results indicated that there is much work to be done to increase teacher awareness of the importance of differentiated instruction for gifted and talented students. Professional learning in gifted education is essential to ensure that these talented students have the opportunity to reach their full potential in their educational lives.
Elementary Education | Gifted Education | Teacher Education and Professional Development
Andrews, Karyn Michelle, "Differentiation for Gifted and Talented Elementary Students: What Teachers Know and Implement" (2021). Masters Theses & Specialist Projects. Paper 3534.