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3.5.9 Leading differentiated learning for the gifted

The purpose of the study was to investigate teachers’ attitudes and perceptions of giftedness, and their self-reported teaching practices; compare the perceptions of principals and teachers about differentiated pedagogical practices; and examine the principals’ perceptions about school-wide differentiation. Participants included 867 teachers and 120 principals from government schools in Sydney, Australia. A mixed-method approach was used, including online questionnaires and case studies of principals. Results revealed significant differences between the perceptions of principals and teachers about educating gifted learners; and a need for stronger pedagogical congruence between principals and teachers in educating the gifted, and leadership actions for school-wide differentiation.

Author(s):

Manoj Chandra Handa
manoj@oceansofexcellence.com
Oceans of Excellence
Australia

Dr. Manoj Chandra Handa currently serves as Principal Education Officer at the NSW Department of Education, Sydney. In 2012, Manoj was recognised as one of the “Top 100 Most Influential People” in Sydney by “the (Sydney) magazine” published by The Sydney Morning Herald. He completed his PhD thesis, “Leading Differentiated Learning for the Gifted”, in 2016 at Macquarie University, Sydney. He was recognised for “Excellence in Higher Degree Research” by the Faculty of Human Sciences, Macquarie University. Manoj was recently selected for “The Smart Teacher Research Award 2016” by The Teachers’ Guild of New South Wales for his doctoral research.