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

Article

Journal/Book Title/Conference

Gifted Child Quarterly

Volume

38

Issue

3

Publication Date

1994

First Page

106

Last Page

114

Abstract

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)

Comments

Abstract provided by Sage Pub from the Gifted Child Quarterly. Full Text available through subscription.

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. (1994). Practices of Preservice Teachers Related to Gifted and Other Academically Diverse Learners. Gifted Child Quarterly, 38 (3), 106-114.