Abstract
Intellectually gifted students think and learn differently from other students in the classroom. It is important to teach them appropriately because excellence does not emerge without appropriate help. However, the interactions between gifted students and their teachers in a regular classroom have not been extensively studied. The current study focuses on this important factor, which could either promote or hinder the development of gifted students.
| Original language | English |
|---|---|
| Title of host publication | International Perspectives on Science Education for the Gifted |
| Subtitle of host publication | Key issues and challenges |
| Editors | Keith S. Taber, Manabu Sumida |
| Place of Publication | Abingdon, Oxon OX14 4RN, UK |
| Publisher | Routledge, Taylor & Francis Group |
| Chapter | 5 |
| Pages | 57-71 |
| Number of pages | 15 |
| ISBN (Electronic) | 9781317803904 |
| ISBN (Print) | 9780415737401 |
| State | Published - 2016 |