Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners

Authors

C. A. Tomlinson
E. M. Tomchin
C. M. Callahan
C. M. Adams
P. Pizzat-Tinnin
C. M. Cunningham
B. Moore
L. Lutz
C. Roberson
N. Eiss
M. Landrum
Scott L. Hunsaker, Utah State UniversityFollow
M. Imbeau

Document Type

Contribution to Book

Journal/Book Title/Conference

Essential Readings in Gifted Education: Differentiation for Gifted Education

Volume

5

Publisher

Corwin Press

Publication Date

2004

First Page

191

Last Page

208

Abstract

A brief narrative description of the journal article, document, or resource. This qualitative study reports 5 themes in the preservice teaching experience of 10 preservice teachers which may reinforce traditional views of schooling and discourage understanding and addressing unique learning needs of academically diverse learners, such as gifted, remedial, and special education learners. (JDD)

Recommended Citation

Tomlinson, C. A., Tomchin, E. M., Callahan, C. M., Adams, C. M., Pizzat-Tinnin, P., Cunningham, C. M., Moore, B., Lutz, L., Roberson, C., Eiss, N., Landrum, M., Hunsaker, S., & Imbeau, M. (2004). Practices of preservice teachers related to gifted and other academically diverse learners. In S. M. Reis, & C. A. Tomlinson (Eds.), Essential readings in gifted education: Vol. 5. Differentiation for gifted education, (pp. 191-208). Thousand Oaks, CA: Corwin Press.