Differentiation for the Gifted in American Islamic Schools
- Fatma A. K. Al-Lawati
- Scott L. Hunsaker, Associate Professor
http://digitalcommons.usu.edu/cgi/viewcontent.cgi?article=1065&context=teal_facpub
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.