Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Brigandi, Carla B.; Gilson, Cindy M.; Miller, Myriah

doi:10.1177/0162353219874418

Cited by 30 publications

(46 citation statements)

References 59 publications

(90 reference statements)

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Her understandings and modified enactment was similar to other rural teachers (Azano, et al, 2011(Azano, et al, , 2014 and those implementing the Enrichment Triad model for the first time (Brigandi, Gilson, & Miller, 2019).…”

Section: )mentioning

confidence: 64%

“…By situating the study in rural Appalachia and exploring the use of place in the classroom, rural students had the rare opportunity to share what they value about their gifted programs and their place. Lastly, given the subjective and contextual curricular change barriers (Azano, et al, 2014;Brigandi, et al, 2019;Brigandi & Miller, 2018) my research study provided a next step in understanding change in practice that PD can support (Brigandi, et al, 2019;Brigandi & Miller, 2018) and the teacher's experiences and needs as they go through this learning process.…”

Section: Purpose and Significance Of The Studymentioning

confidence: 96%

“…First, it was one of the only studies that focused on the teacher's conception, understanding, and in-practice use of the Enrichment Triad in rural contexts. There have been few studies that examined the complexities of being a rural teacher of academically talented students (Azano, et al, 2014;Brigandi, Gilson, & Miller, 2019;Miller & Brigandi, forthcoming), but calls within larger educational literature to understand teachers' experiences and perspectives (Grafam, 2006). Additionally, there was only one recent study that focused on the teacher's perspective within the Enrichment Triad Model (Brigandi, Gilson, & Miller, 2019).…”

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

“…In a recent trend though, Brigandi et al (in press) have begun to rectify this absence. In a longitudinal case study bound by one teacher's elementary school gifted education classroom, Brigandi et al (2019) explored how a teacher's participation in a yearlong professional development (PD) on the Enrichment Triad influenced change in her beliefs and practices. The results indicated that the PD successfully increased the teacher's understandings of gifted education, fostered flexibility toward change, and supplemented her instructional strategies.…”

Section: Teachersmentioning

confidence: 99%

“…Jane's inadvertent shelving of her PD packet was similar to other teachers who attend workshops and professional development. Inconsequential to teachers' intents to implement what they learned or resources they gathered, when they return to their classrooms they do not have the time, support, or the know-how to translate what they have learned into their current practice and curricular structures, thus limiting teacher change (Brigandi, Gilson, & Miller, 2019;Brigandi & Miller, 2018;Porter, Garet, Desimone, Yoon, & Birman, 2000;. Moreover, in In her narrative, Jane illustrated how both her conceptual understanding of the Enrichment Triad and her in-process understanding were still forming.…”

Section: Support and Collaboration During Implementationmentioning

confidence: 99%

See 4 more Smart Citations

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

View full text Add to dashboard Cite

Rural teachers of students with academic talents require support and learning opportunities specific to rural places and gifted pedagogy. Yet, research shows, in practice they receive neither which results in lower knowledge and use of research based gifted frameworks, models, and curricula. Additionally, curricular practices that are insular to students' lived experiences and identities marginalizes rural Appalachian realities and existences. Therefore, the purpose of this research was to build a conceptual foundation of gifted pedagogy for teachers specific to rural places that allowed them to support students' cultural needs and create curricula rooted in gifted education best practices for meaningful and longitudinal learning. Since no such framework previously existed, place-based education and Renzulli's Enrichment Triad were used to meet the twofold purpose. Gifted teachers in one rural Appalachian county received 10 hours of training on the hybrid framework. Using narrative inquiry, this case study explored how one teacher, who had deep connections to place, learned and utilized the place-based Enrichment Triad in her rural Appalachian elementary gifted program. Data collected included teacher, student, and parent interviews and classroom observations. Data were analyzed using a socio-cultural narrative analysis and narrative thematic analysis. Results from analysis created thick descriptions of the teacher's journey to teaching, her existing practices, her experiences learning and implementing the framework, and her future curricular intentions. Developments in the teacher's practice included establishment of scope and sequence, a sharing of power, and embracement of students' identities through internal motivation supports. Other curricular factors such as becoming a facilitator and limited intentions of continuing place inclusions were noted. Results also indicated an impact on students' affective developments, autonomous practices, and positionings within the curriculum and their place. Collectively, these findings indicate merit for place-based education and the Enrichment Triad in a small rural gifted program. Findings also suggest that written and unwritten policies of place impact a gifted teacher's positioning, structural conceptions and programmatic enactments. Lastly, a teacher's strong sense of place does not assure purposeful inclusion of a place sensitive curriculum. Implications for future curricular learning and support for rural gifted teachers to meet their rural talented students' needs are discussed. I would like to begin by thanking my committee. The completion of my dissertation would not have been possible without the continued support and nurturing of my chair, Dr. Sharon Hayes. Her patience and unwavering dedication to the development of my scholarship cannot be overestimated. I am also especially indebted to my mentor, Dr. Carla Brigandi. Her personal and professional standards of excellence challenged, motivated, and empowered me to achieve beyond what I previously perceived pos...

show abstract

Section: )mentioning

confidence: 64%

Section: Purpose and Significance Of The Studymentioning

confidence: 96%

Section: Purpose and Significance Of The Studymentioning

confidence: 99%

Section: Teachersmentioning

confidence: 99%

Section: Support and Collaboration During Implementationmentioning

confidence: 99%

See 3 more Smart Citations

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Miller¹

View full text Add to dashboard Cite

show abstract

Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

et al. 2021

View full text Add to dashboard Cite

This paper describes how an interdisciplinary design team used the Four-Component Instructional Design (4C/ID) model and its accompanying Ten Steps design approach to systematically design a professional development program for teaching differentiation skills to primary school teachers. This description illustrates how insights from a cognitive task analysis into classroom differentiation skills were combined with literature-based instructional design principles to arrive at the training blueprint for workplace-based learning. It demonstrates the decision-making processes involved in the systematic design of each of the four components: learning tasks, supportive information, procedural information, and part-task practice. While the design process was time and resource-intensive, it resulted in a detailed blueprint of a five-month professional development program that strategically combines learning activities to stimulate learning processes that are essential for developing the complex skill providing differentiated instruction in a mathematics lesson.

show abstract

Differentiating instruction: Understanding the key elements for successful teacher preparation and development

Langelaan,

Gaikhorst,

Smets

et al. 2024

Teaching and Teacher Education

View full text Add to dashboard Cite

Professional Development and Differentiated Instruction in an Elementary School Pullout Program: A Gifted Education Case Study

Cited by 30 publications

References 59 publications

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Using the Enrichment Triad Model to Explore Place and Support Curriculum in One Rural Gifted Program

Ten steps to 4C/ID: training differentiation skills in a professional development program for teachers

Differentiating instruction: Understanding the key elements for successful teacher preparation and development

Contact Info

Product

Resources

About