Teaching high-ability students in mixed-ability classrooms

In mixed-ability classrooms a lot of attention goes to students with various difficulties and their participating in education. However, it is important to broaden this care to students with high cognitive abilities. Substantial literature shows that education plays an essential role in creating a stimulating, motivating, and challenging learning environment that considers the variety of high-ability students’ needs. This type of environment can support students’ development of abilities into academic achievement. The general aim of this dissertation is to obtain more insight into teaching high-ability students in mixed-ability classrooms. The dissertation uses cross-sectional and longitudinal in-depth qualitative research designs and includes a systematic review study. Four studies on high-ability students in mixed-ability classrooms are presented. Two studies explore effective learning environments for high-ability students in mixed-ability classrooms. Next, a third study provides insight into teachers’ beliefs about high-ability students and how these perceptions interrelate with their educational practices. A fourth study examines the impact of a collaborative teacher professional development method (Research Lesson Study) to optimise teachers’ beliefs and educational practices for high-ability students. Overall, the main contribution of this dissertation is to further the understanding of teaching high-ability students in mixed-ability classrooms. Across the studies, we find that it is important to pay attention to creating an autonomy-supportive and challenging learning environment where high-ability students can acquire, practice and further develop their (i.e. self-regulated learning) skills. Furthermore, we find that the construction of the beliefs or ‘frames of reference’ of teachers is complex and determines the way teachers identify and support high-ability students. Most of the teachers who engaged in studying high-ability students through Research Lesson Study, were able to refute misconceptions about high-ability students and improve their repertoire on educational practices. The findings from the different studies in this dissertation can be inspiring for future research, educational policy and practice.

ISBN:978-90-5728-753-4

Publication year:2022

Keywords:Doctoral thesis

Accessibility:Open