Teachers' beliefs about and educational practices with high-ability students

Meeting the Needs and Potentials of High-Ability, High-Performing, and Gifted Students via Differentiation

“…Multimodal and multi-sensory (Smith, 2015) approaches included accessing or producing information in various written, visual, performance-based, or oral forms (Park & Oliver, 2009). Examples included demonstrations or simulations (Park & Oliver, 2009; Reed, 2004), project presentations (Altintas & Ozdemir, 2015b; Reed, 2004) or exhibits (Ozturk & Debelak, 2008), use of diagrams, graphs, or manipulatives (Linn-Cohen & Hertzog, 2007), drama or performance (Bellamy, 2005; Ozturk & Debelak, 2008; Park & Oliver, 2009), audio-visual advertisements, news articles, posters, or pamphlets (Kirkey, 2005), and game-based learning, such as the creation or playing of board games (Barbier et al, 2022; Reis et al, 2010), or game programming (Barbier et al, 2022). Multiple learning styles were also catered for via projects that took into account students’ self-assessments/Multiple Intelligence Inventories or learning styles (Altintas & Ozdemir, 2015b; Linn-Cohen & Hertzog, 2007; Prast et al, 2015).…”

“…Although there is recognition that high-ability students are diverse and require a needs-based differentiated education, many teachers continue to lack knowledge, hold misconceptions, or have a limited pedagogical repertoire that would allow them to do so (Barbier et al, 2022; Chandra Handa, 2019). This ScR documents a range of approaches that have been found to be effective with high-ability students in the contexts in which they were employed in both primary and secondary settings and across disciplines.…”

“…Assouline et al (2013) The approaches identified as effective were derived from the EXPLORE student survey completed by gifted students "who qualified for and participated in a university-based academic talent search program" (p. 139). Barbier, Struyf and Donche (2022) Semi-structured interviews with teachers. Teachers were asked "'What are, according to you, good (effective) teaching methods for high-ability students?"…”

“…Moving forward, however, given that a high-ability or gifted child may not necessarily be high-performing; nor may a high-performing or high-ability child necessarily be identified as “gifted,” we will forthwith mostly use the term high-ability to refer to all students with potential for giftedness. Use of the term high-ability allows for an expansion of scope in the field of gifted education (Barbier et al, 2022) accounting for high-performing students (actual or emerging) whose exceptionality has been masked by a disability (Baldwin et al, 2015), their behaviors in the classroom (Desmet et al, 2020; Hately & Townend, 2020), teachers’ value-laden expectations (Dai & Chen, 2013), and/or a lack of access to resources or experiences due to low socio-economic-associated circumstances (Cavilla, 2014; Hamilton et al, 2018).…”

The Effect of Student–Teacher Relationships on Students’ Math Motivation Across EU Countries

“…High-and low-achieving students may have different perceptions of STR and experience differential effects of STR on their educational outcomes. High-achieving students or high-ability students' needs can present unique challenges to teachers (Barbier et al, 2022a(Barbier et al, , 2022bNugent, 2000;Schmitt & Goebel, 2015), which suggests developing a secure STR may be more difficult. Yet, studies conducted by Kesner (2005) and Maulana et al (2014) showed that high-ability students tend to build stronger relationships with their teachers than same-aged peers.…”