Differentiation for the Gifted in American Islamic Schools

Authors

F. A. K. Al-Lawati
Scott L. Hunsaker, Utah State UniversityFollow

Document Type

Article

Journal/Book Title/Conference

Journal for the Education of the Gifted

Volume

30

Publisher

Prufrock

Publication Date

2007

First Page

500

Last Page

519

Abstract

A brief narrative description of the journal article, document, or resource. This research focuses on teacher instructional and curricular practices in gifted students' experiences in Islamic schools in the United States. Surveys were administered at private, full-time Islamic elementary schools to determine the extent to which differentiation practices for meeting the needs of gifted students and the integration of Islamic values were employed. Findings suggest that Islamic schools in the United States have limited programs for gifted students. A majority of teachers in Islamic schools differentiate little between gifted and average students in instructional strategies. When differentiation occurs, it is very basic. Further, teachers at Islamic schools generally do not integrate Islamic values into other academic areas and present them to all students without differentiation. (Contains 5 tables and 2 endnotes.)

Comments

Publisher's PDF available through download.

Recommended Citation

Al-Lawati, F. A. K., & Hunsaker, S. L. Differentiation for the gifted in American Islamic Schools. Journal for the Education of the Gifted. (2007). Journal for the Education of the Gifted, 30, 500-519.