Design Teaching-Learning Strategies Based on Differential Instruction in The Schools for Gifted Students of Isfahan: a Mix Method Study

Document Type : Research Paper

Authors

1 Ph.D of Curriculum of Hormozgan university

2 Associate professor of Hormozgan University, Faculty of Humanities

3 Associate professor of Rajaei University, Faculty of Humanities

Abstract

The aim of this study was to design the teaching-learning strategies based on the differential instruction in the gifted student’s schools of Isfahan. In order to run the research sequential explanatory mix method design is applied. The population of this study includes all the gifted students of Isfahan in the senior high school (1,770 case). Sampling method in the qualitative section was typical sampling method. In the quantitative section, 315 case were selected randomly. The semi-structured interview method was used to collect data in the qualitative section and in the quantitative part a researcher-made questionnaire was extracted from the interview. To analyze the data in the qualitative section, thematic method and in the quantitative part confirmatory factor analysis, descriptive statistics (mean and standard deviation) and inferential statistics (single sample, independent t and ONOVA) have been used. The results indicated that the teaching strategies of learning in gifted schools included two general categories of technical aspect of teaching and the personality dimension of the teacher. In terms of technical teaching, the following categories were considered as usefulness, applying method, active learning, and a special method for each lesson, and in the dimensions of the teacher, the moral and personality dimensions of the interviews were extracted.  The results of quantitative analysis of the questionnaire extracted from the interviews also showed that students of gifted schools agree with these cases. Comparing the views of boys and girls showed that girls were more likely to use the special method for each lesson than boys. Comparison based on the field of study showed that there was a significant difference between the students of different disciplines in the category of active strategies.

Keywords

References

احمدوند، روناک. (1394). بررسی چالش‌های پیش روی نظام آموزشی. همایش ملی تعلیم و تربیت ایرانی- اسلامی. تهران.
احمدی، محمد. (1382). مشکلات تحصیلی- آموزشی دانش آموزان استعداد درخشان شهر تهران. پایانامة کارشناسی ارشد، دانشگاه تهران.
بازرگان، عباس. (1394). مقدمه‌ای بر روش‌های تحقیق کیفی و آمیخته. تهران: انتشارات آگاه.
پورعاصی‌اردکانی، اکرم. (1389). بررسی سیر تحولات و چالش‌های موجود در آموزش‌و‌پرورش دانش‌آموزان تیزهوش در ایران. پایان‌نامة کارشناسی ارشد، دانشگاه علامه طباطبایی.
جبراییلی، محمد؛ میکاییلی، پیمان؛ سعادتیان، رامین و عقلمند، سیامک. (1390). علل افت تحصیلی در بین دانشجویان استعداد درخشان دانشگاه علوم پزشکی ارومیه. مجله افق توسعه آموزش پزشکی، شماره 4، 2.
رنجبر، هادی. (1391). نمونه‌گیری در پژوهش‌های کیفی: راهنمایی برای شروع. مجلة دانشگاه علوم پزشکی ارتش جمهوری اسلامی ایران. سال دهم شماره 3 ،250- 238.
سرمد، زهره، بازرگان، عباس، حجازی؛ الهه. (1391). روش­های­تحقیق ­در علوم­ رفتاری. تهران: ­نشرآگاه.
صبوری، حبیب. (1389). آموزش و پرورش در عصر جهانی شدن؛ چالش‌ها و راهبردهای مواجهه با آن. مطالعات راهبردی. دورة یک شمارة یک.
کلباسی، افسانه. (1391). ارزیابیبرنامةدرسیمدارساستعدادهایدرخشاندردورةراهنماییوفرایندفعلی شناساییدانش‌آموزانتیزهوشبه‌منظورارائة یکالگویمطلوب. پایان نامة دکتری، دانشگاه اصفهان.
محمدپور، احمد. (1390). فرا روش بنیان‌های فلسفی و عملی روش تحقیق ترکیبی در علوم اجتماعی و رفتاری. تهران: انتشارات جامعه شناسان.
نقدی‌وند، صدیقه. (1392). مطالعة تطبیقیبرنامةدرسیاستعدادهایدرخشان دورةاولمتوسطةایرانبا کشورهایآمریکاوانگلستانو ژاپن. پایان‌نامة کارشناسی ارشد، دانشگاه شهید رجایی تهران.
نیک نشان، شقایق؛ نصر اصفهانی، احمدرضا؛ میرشاه جعفری، ابراهیم و انصاری، مریم. (1388). میزان استفاده استادان از محتوای درسی مناسب در بین دانشجویان عادی و استعداد درخشان. مجله اندیشه های نوین تربیتی، دورة 5 شماره 4. 90-67.
نصیران، بتول. (1394). مشکلات تحصیلی و آموزشی دانش­آموزان استعداد درخشان شهرستان اصفهان. پایانامة کارشناسی ارشد، دانشگاه آزاد نجف آباد.
هومن، حیدر علی. (1390). مدل‌یابی معادلات ساختاری. تهران: انتشارات سمت.
 Bakar, A. (2017).  Developing Gifted and Talented Education Program: The Malaysian Experience. Creative Education, 8, 1-11.
Berg, L. (2001). Qualitative research methods for the social sciences. London: Pearson Education Company.
Chick, K., Hong, S. & Altoona, P. (2012).  Differentiated Instruction in Elementary Social Studies: Where Do Teachers Begin? Social Studies Research and Practice. Volume 7 Number 2,
Creswell, W. (2011).  Educational research : planning, conducting, and evaluating quantitative and qualitative research. 4th ed. Boston: Pearson pub.
Dixon, F., Yssel, N., McConnell, J, & Hardin, T. (2014). Differentiated Instruction, Professional Development, and Teacher Efficacy. Journal for the Education of the Gifted,  1– 17
Edwards, K. (2008).  The learning experiences and preferred teaching strategies of children who have been identified as Gifted with ADHD.) A thesis submitted degree of Master of Education, University of Waikato, Newland.
Firmender, M., Reis, M., Sally, L., & Sweeny, M. (2013). Reading Comprehension and Fluency Levels Ranges across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content. Gifted Child Quarterly, 57(1) 3– 14.
Fonseca, C. (2011). Emotional Intensity in Gifted Students Helping Kids Cope With Explosive Feelings. Texas: prufrock press.
Fox, J., & Hoffman, W. (2011). The Differentiated Instruction. Boston: Jossey-Bass
Gross, U. (2015). Characteristic of able gifted, high gifted, exceptional gifted and profoundly gifted student. Gifted Child Quarterly
Hamza; H&. Hahn L. (2012).   Practicing Constructivist and Culturally Responsive Methods through Differentiated Instruction.  International Journal of Humanities and Social Science.  Vol. 2 No.
Heacox, D. (2002). Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12. Minneapolis: Free Spirit press.
Kanevsky, L. (2011). Deferential Differentiation: What Types of Differentiation Do Students Want? Gifted Child Quarterly, 55(4), 279 – 299.
Kelly, A.V. (2004). The Curriculum Theory and Practice. London: SAGE Publications
Kim, M. (2016). A Meta-Analysis of the Effects of Enrichment Programs on Gifted Students. Gifted Child Quarterly, No 29, 1– 15.
Korucu, A., & Alkan, A. (2012). Comparative study models used in the education of the gifted children, Procedia - Social and Behavioral Sciences, 46, 159 –164.
Landis, R., & Reschly, A. (2013).  Reexamining Gifted Underachievement and Dropout Through the Lens of Student Engagement. Journal for the Education of the Gifted, 36(2), 220– 249.
Launder, B. (2011). Supporting gifted student in the regular education elementary classroom through differentiated instruction. Research submitted in partial fulfillment of the requirement for the Master of Science. Ohio University.
Levy, M. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House, 81(4), 161-164.
Lichtman., M. (2006). Qualitative research in education: A user’s guide. London: Sage
Little, C. (2012). Curriculum for gifted student. Psychology in the Schools, Vol. 49(7), 29-45.
Lu, J., Li, D., & Stevens, C. (2015). Comparisons and analyses of gifted students’ characteristics and learning methods. Gifted Education International, 52(9), 1–17.
McCoach, B.& Siegle, D. (2008). Underachievers. Huma: A. Plucker& C. M. Callahan
Nordlund Marcie. (2003). differentiated instruction: meeting the educational needs of all students. Scarecrow Press
Reis, S,. Betsy, R., Catherine, A., Lisa, M., & Burcu R. (2011). The Effects of Differentiated Instruction and Enrichment Pedagogy on Reading Achievement in Five Elementary Schools. American Educational Research Journal, Vol. 48, No. 2,38-51.
Reis, S. M., &Renzulli, J. S. (2010). Is there still a need for gifted education? An examination of current research. Learning and Individual Differences, 20(4), 308-317.
Rinn, A. & Bishop, J. (2015).  Gifted Adults: A Systematic Review and Analysis of the Literature. Gifted Child Quarterly, Vol. 59(4), 213– 235.
Schmitt, M. (2009). Gifted student in diver’s environments: an analysis of interaction and perception. Research submitted in partial fulfillment of the requirement for the Master of Science. Ohio University.
Subotnik, R. F., Kubilius, P., & Worrell, F. C. (2011). Rethinking giftedness and gifted education: A proposed direction forward based on psychological science. Psychological Science in the Public Interest, 12, 3-20.
Swift, M. (2009). The effect differentiated in social studies on student performance. Research submitted in partial fulfillment of the requirement for the Master of Science. Ohio University.
Tan, L., & Tan, C. (2017). Theory, Research and Conceptions of Curriculum for High Ability Learners: Key Findings, Issues and Debates. Curriculum for High Ability Learners, 14(5), 32-57.
VanTassel-Baska, J., & Brown, E. F. (2007). Towards Best Practice: An Analysis of the Efficacy of Curriculum Models in Gifted Education. Gifted Child Quarterly, 51, 342-358.
Wormeli, R. (2007). Differentiation: From planning to practice grades 6-12. Portland: MA.

Files

History

  • Receive Date: 27 January 2017
  • Revise Date: 12 November 2017
  • Accept Date: 09 December 2017

Share

How to cite

Statistics