Sustained primary teacher provision for the gifted: the influence of gifted conceptions on nomination and differentiation
Abstract This study explores the relationships between primary school teachers’ conceptions of giftedness, their nomination practices, and their ability to implement differentiated instruction, while examining the role of training on gifted education and teaching experience. Data were collected from...
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| Главные авторы: | , , |
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| Формат: | Artigo |
| Язык: | Inglês |
| Опубликовано: |
BMC
2025-08-01
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| Серии: | BMC Psychology |
| Предметы: | |
| Online-ссылка: | https://doi.org/10.1186/s40359-025-03249-z |
| Метки: |
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