Investigated were differences between teachers' and students' perceptions of curriculum differentiation strategies to extend highly able students in mixedability secondary science classes. Gifted underachievement and disengagement is increasing in Australian schools, potentially linked to these perception differences regarding curriculum differentiation. 161, Year 7 students, aged aproximately 11 years (n = 29 highly able; n = 132 non-highly able), and 43 science-trained teachers were surveyed. Examined were students' and teachers' perceptions of the importance and achievability of 24 curriculum differentiation strategies, within the curriculum components of content, process, product, and environment. Significant dissimilarities occurred regarding curriculum differentiation strategies having been achieved at least once during every work unit. In particular, some strategies requiring modification of the learning environment were considered by highly able students to be significantly less frequently achieved, compared to teachers' perceptions. Implications for policy and practice were explored. Further research of curriculum differentiation that includes students' perspectives is required.
Australia's national and international performance scores for highly able students (HAS) are decreasing. The present study explored differences between teachers' and students' perceptions of how HAS think about extension education. Examined in the first survey were teachers' and students' perceptions of HAS' states of mind during extension activities. In a second survey, teachers and students were asked how HAS might think that specific curriculum differentiation strategies were important in extension activities, and how frequently provided these strategies were. Two hundred and sixteen students, including n44 HAS and n14 teachers, were surveyed from junior secondary mixed-ability science classes in Melbourne, Australia. HAS were anonymously nominated as such by their science teachers. Findings showed that significant differences occurred between how teachers perceived that HAS typically thought about extension education, compared to the responses from the students nominated as HAS. This research suggested that incongruities between HAS' and their teachers' thinking is a foundational issue underlying HAS' increasing underachievement. Teachers are not providing adequately challenging learning for HAS. Student voice must be heard on this issue. Extensive gifted education teachertraining, and associated school-wide extension programs are needed to advance the achievement levels of HAS.
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