Abstract
A multi-site case study was conducted to describe 10 elementary schools and classrooms with a reputation for implementing differentiated practices to meet the needs of high ability students. The researchers found that classroom teachers at some sites employed flexible grouping practices or provided opportunities for advanced level projects to accommodate students' differing academic needs. At other sites, teachers collaborated with other teachers at their grade level or with district curriculum specialists to provide more academic challenge for talented studerits. And in some situations, the leadership of school principals or superintendents appeared to have a strong impact on teachers' instructional practices. The themes that emerged across the sites include: (a) teachers' advanced knowledge and training, (b) teachers' willingness and readiness to embrace change, (c) collaboration, (d) teachers' beliefs and strategies for differentiating the curriculum, (e) leadership, and (f) autonomy and support.
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