This systematic scoping review reports findings from 38 studies (2000–2022) that explored the approaches to differentiation that have been effectively used with high-ability students and the school-level supports that enabled their application. The review advances our understanding of current approaches and highlights future considerations for school-based pedagogies that aim for an inclusive education for all, including shared understandings of what effectiveness means and looks like in practice and how it can be determined or measured. The review identified 15 effective teaching approaches used with high-ability learners, showing that teachers draw upon an array of approaches when differentiating for high-ability students in both primary and secondary settings and across disciplines. However, the limited number of studies and predominance of data from one country suggest the need for further research across a broader range of contexts, including the important role of school leadership in supporting differentiated teacher practice. This need is made more pressing in contexts where differentiation continues to be primarily focused upon students working below expected level rather than including the highly able, and where the practice of differentiation continues to be misunderstood.

中文翻译：

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通过差异化满足高能力、高绩效和资优学生的需求和潜力

这项系统性的范围界定审查报告了 38 项研究（2000-2022 年）的结果，这些研究探索了已有效用于高能力学生的差异化方法以及支持其应用的学校层面的支持。该审查增进了我们对当前方法的理解，并强调了对旨在实现全民包容性教育的校本教学法的未来考虑，包括对实践中有效性的含义和外观以及如何确定或衡量有效性的共同理解。该审查确定了 15 种适用于高能力学习者的有效教学方法，表明教师在区分中小学和跨学科的高能力学生时采用了一系列方法。然而，研究数量有限且数据主要来自一个国家，这表明需要在更广泛的背景下进行进一步研究，包括学校领导在支持差异化教师实践方面的重要作用。在差异化仍然主要集中在低于预期水平的学生而不是包括高能力的学生以及差异化实践继续被误解的情况下，这种需求变得更加紧迫。