Mathematics Teachers’ Perceptions of Teaching Gifted and Talented Learners in General Education Classrooms in the UAE

Jarrah, Adeeb M.; Almarashdi, Hanan Shaher

doi:10.17478/jegys.628395

Cited by 10 publications

(6 citation statements)

References 12 publications

(15 reference statements)

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“…This is similarly evidenced internationally (Chowdhury 2017;Mun et al 2020). Lack of teacher training in gifted education is believed to be a significant part of these negative attitudes (Cross et al 2018;Education and Training Committee 2012;Jarrah and Almarashdi 2019;Lassig 2015). Problems that some teachers have regarding the provision of special education programs for HAS likely indicate a negative attitude to providing extension education for students already academically advantaged.…”

Section: Discussionmentioning

confidence: 95%

Increasing underachievement of Australian highly able secondary science students

Ireland

Bowles

Nikakis³

et al. 2021

SN Soc Sci

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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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Section: Discussionmentioning

confidence: 95%

Increasing underachievement of Australian highly able secondary science students

Ireland

Bowles

Nikakis³

et al. 2021

SN Soc Sci

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“…To assist teachers in providing various learning opportunities to the gifted, more evidence-based programs which have been proved as effective are needed. It is because teachers’ perception of the effectiveness of teacher training in gifted education is crucial to their implementation of gifted education in regular classrooms and their perceived competency to teach gifted students [ 62 ]. The positive outcomes of the present program undoubtedly supported the fact that the program might serve as one of the useful trainings for teachers of gifted learners in Hong Kong.…”

Section: Discussionmentioning

confidence: 99%

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

Cheung

Shek

Hui

et al. 2022

IJERPH

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Project GIFT is a pioneer research-based gifted education program which has been found to be effective in fostering holistic development of students in Hong Kong. Nevertheless, little is known whether the Project is beneficial to teachers. To investigate the changes in teachers after participating in the Project, we adopted a quasi-experimental design with pretest and posttest data collected from experimental and control groups in this study. A total of 2031 primary and secondary school teachers participated in the professional development program of the Project. They completed validated measures on teachers’ knowledge of and attitudes toward gifted education, teaching behaviors, characteristics and competencies, in addition to well-being before and after participating in the program. Results of one-way ANCOVA showed that the program could promote teachers’ knowledge of gifted education and specific teaching strategies to gifted learners. This study provides preliminary support for the program in promoting holistic professional development of participating teachers in gifted education. The theoretical and practical implications of the findings are discussed.

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“…Engaging learners in learning critical thinking can be an essential target of teachers as well as schools. Hence, there should be a focus on teachers' roles and students' roles in creating such engagement (Ayouby & Mahmoud, 2016;Jarrah & Almarashdi, 2019;Shaito, 2019). Additionally, teaching styles, methods, and equipment including curriculum materials, inquiry instruction, opportunities to plan investigations, asking questions during instruction and use of science process skills are necessary tools when teaching inquiry skills (Jamil et al, 2021;Shakera & Salehb, 2021;Tairab & Al-Naqbi, 2017).…”

Section: Teaching Practicesmentioning

confidence: 99%

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives

Abu Khurma,

El Zein

2024

EURASIA J Math Sci Tech Ed

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Undoubtedly, due to continuous changes in time, environment, and demand, teaching techniques in science education should be constantly explored, reflected upon, and improved. This paper explores the current evidence related to secondary science teachers’ perspectives about teaching inquiry skills in the United Arab Emirates (UAE). After a systematic Boolean search in online databases, a research synthesis was conducted on the perspectives of secondary science teachers regarding inquiry and critical thinking of students in the context of UAE. Eight quantitative and qualitative studies were analyzed, and results showed that science teachers’ perspectives on teaching inquiry skills varied across studies. Additionally, some factors should be addressed when teaching critical thinking including socio-psycho factors (e.g., attitudes towards learning science, teacher competence, professional development, student characteristics, teaching and learning practices, and classroom management). This study recommends that further attention should be paid to teaching theories and approaches such as active learning strategy, sociocultural theory, constructivism theory, and affective filter hypothesis. These results are important since they identify the need of reevaluation of inquiry-based teaching and learning of science (e.g., critical thinking skill as a key one) in UAE secondary schools.

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Mathematics Teachers’ Perceptions of Teaching Gifted and Talented Learners in General Education Classrooms in the UAE

Cited by 10 publications

References 12 publications

Increasing underachievement of Australian highly able secondary science students

Increasing underachievement of Australian highly able secondary science students

Professional Development for Teachers of Gifted Education in Hong Kong: Instrument Validation and Training Effectiveness

Inquiry skills teaching and its relationship with UAE secondary school students’ critical thinking: Systematic review of science teachers’ perspectives

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