Quality Curriculum and Instruction for Highly Able Students

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Teachers’ engagement with research texts: beyond instrumental, conceptual or strategic use (2015, methodology): “Those discussed by the teachers included: diversity of gifted and talented students, pace of instruction, appropriate curriculum and developing passions (Tomlinson 2005); perceptions of G&T students, confidence and self-efficacy (Berlin 2009); challenge, grouping and independent learning (Rogers 200”
Differentiated instruction: are Hong Kong in-service teachers ready? (2016, background): “On the other hand, those ‘less-ready’ strategies are based on students’ active learning (Tomlinson, 2005), where students have choices in engaging themselves in the learning process, rather than being instructed by the teacher.”