Four teachers beliefs and strategies in teaching gifted students: A multiple case study

This multiple case study was conducted to explore how four regular classroom teachers, who have a reputation for implementing differentiated practices to meet the needs of gifted students, describe their educational experiences with gifted students in their regular classrooms at an elementary school in the Midwestern USA. The four teachers` beliefs and strategies for instructing gifted students and differentiating instruction, their willingness and readiness to embrace change, collaboration, and their advanced training and knowledge were discussed under the themes of the study. By illustrating the non-linear, complex, context-specific reality of the four teachers` teaching experience, this small case study tried to offer insight into the actual classroom and strategies in developing schema for future practice for our gifted minds. The findings of this study contribute to our understanding of the practices that teachers use to accommodate the needs of gifted students in regular classrooms.