This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents,…

The nature of teaching expertise for form-focused instruction (FFI) in secondary schools has received little research attention. FFI research that has been carried out so far has devoted time in exploring the classification of one form of FFI, or the effectiveness of one form of FFI over another. Given that exploring teaching expertise for FFI in…