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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| Principais autores: | , , |
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| Formato: | Artigo |
| Idioma: | Inglês |
| Publicado em: |
BMC
2025-08-01
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| Colecção: | BMC Psychology |
| Assuntos: | |
| Acesso em linha: | https://doi.org/10.1186/s40359-025-03249-z |
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