A MULTISITE CASE-STUDY OF SUCCESSFUL CLASSROOM PRACTICES FOR HIGH ABILITY STUDENTS

A multi-site case study was conducted to describe 10 elementary school s and classrooms with a reputation for implementing differentiated pra ctices to meet the needs of high ability students. The researchers fou nd that classroom teachers at some sites employed flexible grouping pr actices or provided opportunities for advanced level projects to accom modate students' differing academic needs. At other sites, teachers co llaborated with other teachers at their grade level or with district c urriculum specialists to provide more academic challenge for talented students. And in some situations, the leadership of school principals or superintendents appeared to have a strong impact on teachers' instr uctional practices. The themes that emerged across the sites include: (a) teachers' advanced knowledge and training, (b) teachers' willingne ss and readiness to embrace change, (c) collaboration, (d) teachers' b eliefs and strategies for differentiating the curriculum, (e) leadersh ip, and (f) autonomy and support.