Differentiated instruction for gifted students and their peers in Swedish mixed-ability classrooms: teachers’ principles and practices
This study explores experiences of Swedish teachers implementing differentiated instruction (DI) for gifted students and their peers in mixed-ability classrooms. The rationale is to increase knowledge of this type of instruction and foster inclusive classrooms. Ten teachers (N = 10) experienced in D...
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| Format: | Article |
| Language: | English |
| Published: |
Taylor & Francis Group
2025-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/2331186X.2025.2520560 |
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