Karen L. Westberg
Francis X. Archambault, Jr.
(Editors)

The Successful Practices Study was an investigation of schools and classrooms that had a reputation for effective implementation of curriculum differentiation practices to meet the individual needs of high ability students. Using a multisite case study method, researchers conducted observations in classrooms and interviewed teachers, administrators, and students at 10 school sites to describe both the specific ways that teachers make accommodations for individual students and the factors that influence these practices. The researchers—Linda Emerick, Thomas Hays, Thomas Hébert, Marcia Imbeau, Jann Leppien, Marian Matthews, Stuart Omdal, and Karen Westberg—present their findings in the site profiles in this monograph. In some situations, they found that the classroom teachers implemented curriculum modification procedures, employed flexible grouping practices, provided advanced level content, or provided opportunities for advanced level projects to accommodate students’ differing academic needs. At some sites, the teachers collaborated with the other teachers at their grade level or with district curriculum specialists to provide more academic challenges to talented students. And in some situations, the teachers and parents described the leadership of school principals or superintendents whom they believed were responsible for teachers’ instructional practices. A synthesis of the findings and themes across the 10 sites are included in the final chapter of the monograph.

Reference:

Profiles of Successful Practices for High Ability Students in Elementary Classrooms
Karen L. Westberg
Francis X. Archambault, Jr.
(Editors)
 

Conclusions

1. Training in special education and related fields, e.g., learning disabilities or gifted education, encouraged individualization of instruction.
2. Teachers applied concepts learned from formal and informal inservice training to their classrooms.
3. Teachers embraced change and experimented with new strategies.
4. Collaborate with grade level colleagues, gifted education specialists, and curriculum specialists was seen as integral to the developing appropriate and challenging curriculum.
5. Students were viewed as having individual strengths and needs that were addressed in the classroom.
6. Differentiated learning opportunities for all students were provided in their regular classrooms.
7. Administrators gave support, positive guidance, and autonomy to teachers which encouraged them to try new strategies and curriculum.