This study examined similarities and differences in the perceptions of principals and teachers about the use of differentiated strategies for gifted learners and studied principals’ perceptions about schoolwide differentiation. Comparisons of these perceptions have been undocumented to date. Participants included 867 teachers and 120 principals from government schools in Sydney, Australia. A mixed methods approach was used, including online questionnaires and case studies of principals. Results revealed significant differences between the perceptions of principals and teachers about differentiated practices. The case studies demonstrate that exemplary principals continually enhance their understanding of differentiated learning and build their teachers’ collective capacity for educating gifted learners. The findings indicate the need for stronger pedagogical congruence between principals and teachers in educating the gifted, ongoing professional education of principals and teachers in gifted education, and effective leadership actions for schoolwide differentiated learning.

中文翻译：

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为天才领导差异化学习

本研究调查了校长和教师对天才学习者使用差异化策略的看法的异同，并研究了校长对全校差异化的看法。迄今为止，尚未记录对这些看法的比较。参与者包括来自澳大利亚悉尼政府学校的 ​​867 名教师和 120 名校长。使用了混合方法，包括在线问卷调查和校长案例研究。结果显示校长和教师对差异化实践的看法存在显着差异。案例研究表明，模范校长不断增强他们对差异化学习的理解，并培养教师培养天才学习者的集体能力。