Differentiation for the Gifted in American Islamic Schools

Autor/inn/en	Al-Lawati, Fatma A. K.; Hunsaker, Scott L.
Titel	Differentiation for the Gifted in American Islamic Schools
Quelle	In: Journal for the Education of the Gifted, 30 (2007) 4, S.500-518 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Educational Strategies; Academically Gifted; Individualized Instruction; Teaching Methods; Islamic Culture; Private Schools; Elementary School Students; Cultural Influences; Student Needs; Classroom Techniques; United States + Suchen Sie Ihr Suchwort? Lehrstrategie; Individualisierender Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Islam; Kultur; Private school; Privatschule; Cultural influence; Kultureinfluss; Klassenführung; USA
Abstract	This research focuses on teacher instructional and curricular practices in gifted students' experiences in Islamic schools in the United States. Surveys were administered at private, full-time Islamic elementary schools to determine the extent to which differentiation practices for meeting the needs of gifted students and the integration of Islamic values were employed. Findings suggest that Islamic schools in the United States have limited programs for gifted students. A majority of teachers in Islamic schools differentiate little between gifted and average students in instructional strategies. When differentiation occurs, it is very basic. Further, teachers at Islamic schools generally do not integrate Islamic values into other academic areas and present them to all students without differentiation. (Contains 5 tables and 2 endnotes.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10