Raising the Achievement of All Pupils Within an Inclusive Setting

Wallace, Belle; Leyden, Sue; Montgomery, Diane; Winstanley, Carrie; Pomerantz, Michael; Fitton, Sally

doi:10.4324/9780203864883

Cited by 5 publications

(5 citation statements)

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“…We try to avoid the word "gifted"-or the G-word-especially when it is used as an entity (noun or object e.g., "he or she is gifted"), preferring to talk and write about students with higher learning potential and using the G-word as an adjective (e.g., he or she is a gifted [superior, advanced, innovative, exceptional, persuasive, compelling] writer for his or her age or compared with others her age; see also Renzulli, 2012). Although students with higher learning potential might include "gifted" students, underachieving able students, or students with dual or multiple exceptionalities (Wallace et al, 2009), they are not the focus in this study. The term students with higher learning potential constitutes a complex group of individuals with different needs comprising students who achieve at high levels and those who have potential to do so, a group estimated to constitute 10% to 15% of the school population (Gagné, 2005;Idsøe, 2014;Renzulli, 2005;Theilgaard & Raaschou, 2013).…”

Section: Introductionmentioning

confidence: 99%

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

Brevik

Gunnulfsen

Renzulli

2018

Teaching and Teacher Education

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This article presents a qualitative study concerning student teachers' understanding of differentiation for high-achieving secondary school students. Predominantly using focus group interviews of Norwegian student teachers (N = 322), this study identified their understanding of the use and value of differentiation, drawing from their teaching practice and experience. This study supports the notion that student teachers lack confidence in enacting differentiation, despite being aware of its importance, when working with these students. We contend that teacher education needs to pay more attention to helping student teachers effectively differentiate to meet the needs of high-achieving students with higher learning potential.

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Section: Introductionmentioning

confidence: 99%

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

Brevik

Gunnulfsen

Renzulli

2018

Teaching and Teacher Education

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“…The inclusion of this advice is consistent with all teachers' obligation, embodied in the APST, to "differentiate teaching to meet the specific learning needs of students across the full range of abilities" (AITSL, 2011, standard 1.5). It is also consistent with a large body of Australian and international research indicating that, in most educational settings, gifted and talented students benefit from learning experiences that enable them to access more advanced content, work through material at a faster pace, and systematically develop their academic interests through individually-tailored experiences (Gross, Urquhart, Doyle, Juratowitch & Matheson, 2011;Ministry of Education, 2012;Rogers, 2007;Tomlinson, 1997, Wallace, 2007.…”

Section: Educating Gifted Studentsmentioning

confidence: 67%

The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning.

Henderson

Jarvis

2016

AJTE

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“…Several authors have highlighted the leader's role in promoting change in educational settings (Thornton et al , 2007), and while diversity within the school has been a significant force from the 1990s some managers, considering its value and promoting inclusion have used this change to influence their school's organisational culture (Miller, 1998). Inclusion is a continuous development where all children should learn alongside peers, and how to approach all students and particularly those with special needs must be included in all aspects of school life (Wallace et al , 2010). During this period many policies and practices encouraged inclusion, but few papers actually illustrate how head teachers could facilitate this process.…”

Section: Strategic Leadership and Inclusionmentioning

confidence: 99%

Implementing changes in the head teacher role

Granados

Kruse

2011

International Journal of Leadership in Public Services

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Purpose -During the last 20 years inclusive practices in primary schools have been promoted by policies and worldwide organisations. Scholars confirm that school leaders have an essential role to play with direct impact on meeting children's needs and that there is a chronic deficiency of research on this issue. The purpose of this paper is to describe how strategic leadership roles implemented by head-teachers can facilitate the implementation of inclusive policies in the school setting and present possible suggestions through the analysis of leadership theories and literature related to inclusion in primary schools. Design/methodology/approach -The methodology this research employs includes a literature review that conceptualises the roles of leadership positions in inclusive settings. This is structured as an explanatory discourse, drawing on the notion of transformational and visionary leadership as the basis of strategic leadership, in order to identify the important role and strategies of leaders in a primary school setting. Findings -The paper highlights the benefits of exploring the role of leaders in these schools. The paper assumes that organisations are complex structures and the analysis indicates that there is not one single exclusive way of implementing an effective role and that alternatives can be created by adapting a flexible framework. This framework is conceptualised by examples from institutions in which leaders have motivated the improvement of school quality by following the described strategic tools. The implications of this for leadership are that Strategic Intent seems to address the directions of the aims of inclusive leaders: it uses unique strategies and relies on the capability of leaders to encourage further dedication and involvement in the organisation's culture. It is suggested that the key components of this framework which will result in the school setting becoming more inclusive consist of: resource allocation, consistency, strategic planning and cultural considerations. Practical implications -This paper introduces different strategies that can be explored by school leaders with the aim of being implemented in schools. Originality/value -This paper has developed a framework to which leaders could adapt their own needs and it assists them in their decision-making process.

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Raising the Achievement of All Pupils Within an Inclusive Setting

Cited by 5 publications

References 0 publications

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

Student teachers’ practice and experience with differentiated instruction for students with higher learning potential

The Gifted Dimension of the Australian Professional Standards for Teachers: Implications for Professional Learning.

Implementing changes in the head teacher role

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