ABSTRACT

The overall purpose of this study was to better understand how US math and science teachers perceived and supported the learning of high-ability students in inclusive, urban general education classrooms. Specifically, drawing on the literature on self-regulated learning (SRL), this study explored to what extent teachers (N = 58): (1) perceived high-ability learners as self-regulated learners, and (2) encouraged these students to engage in strategies aligned with the research on SRL. Both quantitative and qualitative data confirmed that teachers’ perceptions of high-ability students were mixed. For example, high-ability learners were largely described as mastery-oriented and self-regulated, but teachers also noted that these students do not always: (1) set goals; (2) have accurate self-perceptions; or (3) monitor their understanding. Findings also suggest that teachers struggled to meet the needs of high-ability students in inclusive classrooms, often leaving high-ability students to work independently so that they could attend to their less-abled peers. Overall, these findings point to the need for further professional development opportunities focused on differentiating instruction for high-ability learners.

摘要

这项研究的总体目的是更好地了解美国数学和科学老师如何在包容性城市普通教育课堂中感知和支持高能力学生的学习。具体来说，本研究利用关于自我调节学习（SRL）的文献，探索了教师在多大程度上（N= 58）：( 1）将高能力的学习者视为自我调节学习者，并且（2）鼓励这些学生从事与SRL研究相关的策略。定量和定性数据都证实了教师对高能力学生的看法参差不齐。例如，高能力学习者在很大程度上被描述为精通掌握和自我调节，但教师们还指出，这些学生并不总是：（1）设定目标；（2）具有准确的自我认知能力；或（3）监督他们的理解。研究结果还表明，教师很难在包容性教室中满足高能力学生的需求，常常让高能力学生独立工作，以便他们能与能力较弱的同龄人一起上课。总体，