Teachers’ Reactions to Pre-Differentiated and Enriched Mathematics Curricula

Abstract

Modern classrooms are often comprised of a heterogeneous student population with varying abilities. To address this variance, third-grade teachers implemented researcher-designed, pre-differentiated, and enriched math curricula in algebra, geometry and measurement, and graphing and data analysis. The goal of the curricula was to provide academic rigor for all students, including students with high abilities. These units prompted educators to recognize learning differences in their classrooms and provide appropriate lessons for each group. Qualitative analyses revealed the treatment teachers’ successful use of preassessments and grouping practices to accommodate students in their academically diverse classrooms. This study demonstrated the value of pre-differentiated and enriched curricula and professional development. Treatment teachers discussed how important it was that the curricula provided preassessments for each unit, and most lessons provided tiered activities directly connected to students’ preassessment performance. Providing teachers with more meaningful and cohesive tiered activities will support teachers’ efforts in academically challenging students of all levels.

Exploring Alignment in Gifted Education Program Policies and Practices

“…Additionally, in a study of the implementation of pre-differentiated math curricula, researchers found that teachers were able to understand and implement instruction aligned with best practices in gifted education, including differentiated instruction as well as depth and complexity, when using the pre-developed units in conjunction with professional development support (Rubenstein, Gilson, Bruce-Davis, & Gubbins, 2015). The results of these two studies suggest the best way to provide teachers with awareness of the appropriate methods for teaching gifted students may be to provide opportunities for hands-on experience with the model material (i.e., a practicum or a predeveloped curriculum).…”

“…Research results in both general education and gifted education indicate certain types of professional development may not be effective in changing classroom practices and/or student outcomes (e.g., Brighton et al, 2005;TNTP, 2015). However, specific types of professional development including experiential learning through implementing a specific curriculum with professional development support or a practicum/course-work combination may have positive effects on teacher quality and classroom experiences for gifted students (Bangel et al, 2010;Rubenstein et al, 2015).…”

“…The literature in staff development suggests that in order to be successful in influencing teacher beliefs and changing practices of teachers serving gifted students, professional development should be structured in particular ways (Bangel et al, 2010;Rubenstein et al, 2015). For example, simply informing teachers about gifted students and providing support in implementing the differentiated instruction philosophy is not effective in changing classroom practices (e.g., Brighton et al, 2005).…”

“…For example, simply informing teachers about gifted students and providing support in implementing the differentiated instruction philosophy is not effective in changing classroom practices (e.g., Brighton et al, 2005). In contrast, providing teachers with units to implement and experiences with gifted students in the classroom does have the potential to influence teachers' underlying beliefs and practice (e.g., Bangel et al, 2010;Rubenstein et al, 2015).…”

“…According to the results from this study, time devoted to professional development in schools and the required content of professional development lack specificity except in it very brief duration. The literature suggests professional development in schools should include a modeling component and a self-reflection component in order to be effective in changing beliefs (e.g., Bangel et al, 2010;Rubenstein et al, 2015). Further, schools must increase the time allocated for professional development for both regular education and gifted education teachers about gifted students and services.…”