2019 WCGTC World Conference

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2.1.6 Teachers' Perspectives in North Italy and in the Netherlands: How Teachers Approach Gifted Students

Teachers’ perspectives 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 interviewed teachers individually. Italian and Dutch teachers seem to approach gifted students in a similar way: they use differentiated teaching, pull-out classes, and enrichment programs. However, Italian teachers tend to engage gifted students in the regular classroom while many Dutch teachers offer specific services.

Author(s):

Martina Brazzolotto
martinabrazzolotto@gmail.com
University of Bologna
Italy

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I am PhD student, teacher trainer and counselor in Gifted & Talented Education. I presented in 37 national and international conferences/seminars/summer schools. I wrote 15 articles in national and international reviews. My research topic is Gifted & Talented Education (techers' perspectives, underachievement and twice-exceptional students).

Lianne Hoogeven
l.hoogeveen@ru.nl
Radboud University
Netherlands

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PhD, Programme Director of the Dutch ECHA (European Council High Ability) training and the Radboud International Training on High Ability (RITHA), coordinator and teacher of the Masterprogram ‘Gifted Education’ at Radboud University in Nijmegen (Netherlands), psychologist at CBO Talent Development.

 



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