'Gifted education is more like icing on the cake': do teachers create differentiated learning opportunities for academically gifted readers in regular class teaching in China?

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Τίτλος:	'Gifted education is more like icing on the cake': do teachers create differentiated learning opportunities for academically gifted readers in regular class teaching in China?
Συγγραφείς:	Zhang, Tingzhao¹ (AUTHOR), Chen, Xiaofei² (AUTHOR) cxffragrant@163.com
Πηγή:	International Journal of Inclusive Education. Oct2026, Vol. 30 Issue 12, p3797-3814. 18p.
Θεματικοί όροι:	Gifted & talented education, Individualized instruction, Gifted persons, Professional employee training, Primary schools, Professional autonomy, *Outcome-based education
Γεωγραφικοί όροι:	China
Περίληψη:	This study examined if teachers provide differentiated learning opportunities geared towards the needs of gifted readers in regular class teaching in mainstream, public primary schools. Literacy teachers and coordinators in three selected schools in China were interviewed and analysed in a qualitative approach. The result showed that cognitively, Chinese practitioners understood the importance of providing optimum learning opportunities for gifted readers. However, in actual practice, teachers' intentional planning for gifted readers was very limited. The differentiated pedagogical strategies occasionally used by teachers included questioning for higher-order thinking, oral encouragement and extra-challenging assignments. Due to structural factors, such as large class size and exam-oriented learning and teaching, differentiation was generally deemed as a difficult pedagogical approach to supporting gifted students. Particularly, low teacher autonomy was identified, which hampered teachers' differentiated reading instructions. This study implied that there is an urgent need to, from the educational system level, reflect on how to better support practitioners to meet the learning needs of gifted students in regular class teaching. In addition, professional training in gifted education should be provided for pre-service and in-service teachers so that they have confidence, a positive attitude and professional knowledge to identify, teach and assess gifted students. [ABSTRACT FROM AUTHOR]
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Items	– Name: Title Label: Title Group: Ti Data: 'Gifted education is more like icing on the cake': do teachers create differentiated learning opportunities for academically gifted readers in regular class teaching in China? – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Zhang%2C+Tingzhao%22">Zhang, Tingzhao</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Chen%2C+Xiaofei%22">Chen, Xiaofei</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> cxffragrant@163.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22International+Journal+of+Inclusive+Education%22">International Journal of Inclusive Education</searchLink>. Oct2026, Vol. 30 Issue 12, p3797-3814. 18p. – Name: Subject Label: Subject Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Gifted+%26+talented+education%22">Gifted & talented education</searchLink><br /><searchLink fieldCode="DE" term="%22Individualized+instruction%22">Individualized instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Gifted+persons%22">Gifted persons</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+employee+training%22">Professional employee training</searchLink><br /><searchLink fieldCode="DE" term="%22Primary+schools%22">Primary schools</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+autonomy%22">Professional autonomy</searchLink><br />*<searchLink fieldCode="DE" term="%22Outcome-based+education%22">Outcome-based education</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22China%22">China</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study examined if teachers provide differentiated learning opportunities geared towards the needs of gifted readers in regular class teaching in mainstream, public primary schools. Literacy teachers and coordinators in three selected schools in China were interviewed and analysed in a qualitative approach. The result showed that cognitively, Chinese practitioners understood the importance of providing optimum learning opportunities for gifted readers. However, in actual practice, teachers' intentional planning for gifted readers was very limited. The differentiated pedagogical strategies occasionally used by teachers included questioning for higher-order thinking, oral encouragement and extra-challenging assignments. Due to structural factors, such as large class size and exam-oriented learning and teaching, differentiation was generally deemed as a difficult pedagogical approach to supporting gifted students. Particularly, low teacher autonomy was identified, which hampered teachers' differentiated reading instructions. This study implied that there is an urgent need to, from the educational system level, reflect on how to better support practitioners to meet the learning needs of gifted students in regular class teaching. In addition, professional training in gifted education should be provided for pre-service and in-service teachers so that they have confidence, a positive attitude and professional knowledge to identify, teach and assess gifted students. [ABSTRACT FROM AUTHOR]
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RecordInfo	BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/13603116.2025.2598120 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 3797 Subjects: – SubjectFull: China Type: general – SubjectFull: Gifted & talented education Type: general – SubjectFull: Individualized instruction Type: general – SubjectFull: Gifted persons Type: general – SubjectFull: Professional employee training Type: general – SubjectFull: Primary schools Type: general – SubjectFull: Professional autonomy Type: general – SubjectFull: Outcome-based education Type: general Titles: – TitleFull: 'Gifted education is more like icing on the cake': do teachers create differentiated learning opportunities for academically gifted readers in regular class teaching in China? Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Zhang, Tingzhao – PersonEntity: Name: NameFull: Chen, Xiaofei IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 13603116 Numbering: – Type: volume Value: 30 – Type: issue Value: 12 Titles: – TitleFull: International Journal of Inclusive Education Type: main
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