A Neglected Practice in Iran: EFL Teachers' Differentiation for Gifted Students in Rural Schools

Autor/inn/en	Sajedifard, Mohammad; Shahgoli, Narminolsadat
Titel	A Neglected Practice in Iran: EFL Teachers' Differentiation for Gifted Students in Rural Schools
Quelle	In: Journal for the Education of the Gifted, 43 (2020) 3, S.270-290 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sajedifard, Mohammad)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353220932998
Schlagwörter	Language Teachers; English (Second Language); Second Language Learning; Second Language Instruction; Middle School Teachers; Teacher Attitudes; Gifted; Individualized Instruction; Barriers; Foreign Countries; Rural Schools; Educational Practices; Class Size; Time Management; Iran + Suchen Sie Ihr Suchwort? Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Begabter, Hoch Begabter; Individualisierender Unterricht; Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungspraxis; Klassengröße; Zeitmanagement
Abstract	This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers' perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01