Teachers’ perspective play a key role in supporting gifted children in the classroom setting (Moon & Brighton, 2008; Persson, 1998). To understand how Italian and Dutch teachers think about gifted students and gifted education, we organized focus groups in North Italy and in the Netherlands and we interviewed teachers individually. Italian and Dutch teachers seem to approach gifted student in a similar way: they use differentiated teaching, pull-out classes and enrichnment program. However, Italian teachers tend to engage gifted students in the regular classroom while many Dutch teachers offer specific services.

Brazzolotto, M., Hoogeveen, L. (2019). Teachers’ perspectives in North Italy and in the Netherlands: how teachers approach gifted students.

Teachers’ perspectives in North Italy and in the Netherlands: how teachers approach gifted students

Brazzolotto, Martina;
2019

Abstract

Teachers’ perspective play a key role in supporting gifted children in the classroom setting (Moon & Brighton, 2008; Persson, 1998). To understand how Italian and Dutch teachers think about gifted students and gifted education, we organized focus groups in North Italy and in the Netherlands and we interviewed teachers individually. Italian and Dutch teachers seem to approach gifted student in a similar way: they use differentiated teaching, pull-out classes and enrichnment program. However, Italian teachers tend to engage gifted students in the regular classroom while many Dutch teachers offer specific services.
2019
23rd Biennial World Conference July 24–28, 2019 Nashville, Tennessee, USA A World of Possibilities: Gifts, Talents, & Potential
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Brazzolotto, M., Hoogeveen, L. (2019). Teachers’ perspectives in North Italy and in the Netherlands: how teachers approach gifted students.
Brazzolotto, Martina; Hoogeveen, Lianne
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Utilizza questo identificativo per citare o creare un link a questo documento: https://hdl.handle.net/11585/738606
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