Carol A. Tomlinson
Carolyn M. Callahan
Tonya Moon
Ellen M. Tomchin
Mary Landrum
Marcia Imbeau
Scott L. Hunsaker
Nancy Eiss

The National Research Center on the Gifted and Talented (NRC/GT) at the University of Virginia conducted a three-year project to study how preservice teachers develop an awareness of the needs of academically diverse learners and implement and/or modify instruction to meet those needs. Participants from seven universities were included. As part of the design of the study, the participants were surveyed, interviewed, and observed to investigate (a) their attitudes and beliefs towards academically diverse learners; (b) the teaching practices they utilized in response to the academic diversity in their classrooms; and (c) the impact of the study’s interventions on their attitudes, beliefs, and practice.

The study was divided into three phases. Phase 1 preservice teachers received no treatment (n=41). This phase provided baseline data. The preservice teachers in Phase 2 were randomly assigned to one of two treatment groups: (a) those who participated in an interactive, full-day workshop on differentiation (n=22), and (b) those who participated in the workshop and had a curriculum coach who worked with them throughout their student teacher placement (n=23). Phase 3 followed a subsample of the participants from phases 1 and 2 through their first year assignments as regular classroom teachers (Phase 1: n=6 and Phase 2: n=4).

The qualitative study of a sub-sample of these teachers yielded a number of themes. First, preservice teachers used ambiguous criteria for identifying student differences and needs. Second, preservice teachers expressed limited knowledge concerning differentiating instruction and demonstrated limited strategies for differentiation. Third, preservice teachers were influenced by factors which complicated and discouraged understanding and addressing of student differences and needs. Last, the study suggested that intervention measures provided a starting point for changing practice. In order to develop teachers who are able to meet the varied needs of academically diverse learners, changes are required in all levels of teacher preparation and enculturation.

Reference:

Preservice Teacher Preparation in Meeting the Needs of Gifted and Other Academically Diverse Students
Carol A. Tomlinson
Carolyn M. Callahan
Tonya Moon
Ellen M. Tomchin
Mary Landrum
Marcia Imbeau
Scott L. Hunsaker
Nancy Eiss
 

Recommendations

1. Changes are required in all levels of teacher preparation in order to meet the varied needs of academically diverse learners.
2. The role of a novice teacher is a confounding one at best. Attempts to understand and meet needs of diverse learners complicate issues of planning and management and require subtle understandings and applications of both content and pedagogy.
3. Preservice teachers must learn how to translate beliefs into classroom practices so the role of the cooperating teacher is critical.
4. Preservice teachers use ambiguous criteria for identifying student differences and needs and express a limited knowledge of strategies for differentiation.
5. Preservice preparation that focuses attention on academic diversity, student-centered views of instruction, and strategies to address student differences may be necessary to break the “one-size-fits all” conception of teaching.
6. Workshop intervention raised preservice teachers’ awareness of academically diverse learners and sustained their commitment to implement practices to address student’s needs.