The purpose of this longitudinal case study was to investigate the relationship between participation in professional development in Renzulli’s Enrichment Triad Model and one gifted education teacher’s knowledge and practice, with particular attention to differentiated instruction. Findings indicated that professional development increased the participating teacher’s knowledge of gifted education, her attitude toward change, and her repertoire of instructional strategies; however, it did not alter her underlying beliefs or subsequent approach to gifted education. Time span and provider support were noted as promoters of effective professional development. Conceptual blocks, teacher characteristics, and lack of time were identified as barriers that inhibited professional development–related change with regard to differentiated instruction for learners who have high academic ability.

中文翻译：

---

小学退学计划中的专业发展和差异化教学：资优教育案例研究

这个纵向案例研究的目的是调查在 Renzulli 的充实三元模型中参与专业发展与一位天才教育教师的知识和实践之间的关系，尤其是差异化教学。结果表明，专业发展增加了参与教师对资优教育的了解、她对变革的态度以及她的教学策略；然而，这并没有改变她的基本信念或随后的天才教育方法。时间跨度和提供者​​支持被认为是有效专业发展的推动者。概念块，教师特征，