Earticle

초록

영어

"Responsive Learning Environment in the Gifted and Talented Classroom". 22.2 (2012) Adaptive and responsive classroom environments play a profound role in learning outcomes of general education students, let alone gifted and talented education students (GATE). Gifted students have pronounced individuality and educators must plan for their unique educational needs. This study is based on survey responses from GATE class teachers in the U.S. Based on their judgment, four suggestions are made. One is the Responsive Learning Environment Model (RLEM), which means that the physical learning environment is the foundation of all learning environments. The other is that students' seating arrangements are an important element of the physical learning environment and should be changed on a regular basis in the GATE classroom. Another is to integrate school curriculum with technology based on its pedagogic effectiveness. The last is to provide cooperative learning experiences for the gifted students.

목차

Abstract
 Ⅰ. Introduction
 Ⅱ. Literature Review
  1. Background
  2. Responsive Learning Environments
 Ⅲ. Method
 Ⅳ. Results and Discussion
  1. Physical Learning Environment
  2. Social-Emotional Learning Environment
  3. Instructional Learning Environment
 Ⅴ. Suggestions
  1. Responsive Learning Environment Model (RLEM)
  2. The physical environment in the classroom
 Ⅵ. Conclusion
 References

키워드

저자

• Koh Sungran [ UC Santa Babara Research scholar ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  청소년시설환경 [YOUTH FACILITY AND ENVIRONMENT ; Journal of the Korea Institute of Youth Facility and Environment]

• 간기

  계간

• pISSN

  1738-0170

• 수록기간

  2003~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 334 DDC 361