ABSTRACT
Curricular frameworks are only that – frameworks to guide the curricular and instructional decisions made by teachers each day. The behavior of teachers thus becomes the lynchpin between the goals and intentions of specialised schools and student learning. What teachers identify as appropriate responses to perceived student characteristics regarding learning informs curricular content, instructional strategy choice, and the environment in the classroom. To better understand the ways in which teacher beliefs influence classroom instruction for the gifted student, this chapter examines the stated beliefs and observable practices of approximately 18 teachers across five exclusive-admission science, technology, engineering, mathematics schools. Students in focus groups voiced great affection and appreciation for their teachers. Specifically, students noted that they enjoyed the pleasant and engaging interactions with their teachers and articulated the belief that their teachers valued them as individuals rather than just as students.
