Teacher Education Standards for the Field of Gifted Education

VanTassel‐Baska, Joyce; Johnsen, Susan K.

doi:10.1177/0016986207299880

Cited by 63 publications

(11 citation statements)

References 179 publications

(170 reference statements)

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“…These standards are significant milestones in the field of gifted education as they marked the push for consistency in preparing teachers to work with gifted students and in connecting new developments from researchers with practice (Mammadov 2014;VanTassel-Baska and Johnsen 2007). Even though the NAGC-CEC Standards were designed for teachers in gifted education, they could serve as a reference for preparation of general classroom teachers, as teaching strategies that work for students with gifts and talents, especially differentiation, generally work for other students (Beecher and Sweeny 2008;Gentry and Owen 1999 (CCSO 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

Pereira

Tay

Maeda

et al. 2019

Learning Environ Res

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The Classroom Practices Survey is an instrument developed to collect information on educators' use of differentiated instruction with students achieving at average and high levels. The purposes of this study were to investigate if the Classroom Practices Survey (1) yields reliable and valid data from the groups it was originally designed for, and (2) can be used to evaluate teachers' differentiation practices for students who achieve at low levels. Participants included 648 elementary teachers who completed the Classroom Practices Survey on students achieving at high, average, and low levels. Results of confirmatory factor analyses revealed that the original six-factor model was not supported by the current data. Model fit was improved with a fourfactor model, but did not reach the recommended values for good model fit. Further research and possibly modifications are needed before this tool is used by researchers and schools. This study highlights the importance of periodically evaluating instruments and revising them if necessary.

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Section: Literature Reviewmentioning

confidence: 99%

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

Pereira

Tay

Maeda

et al. 2019

Learning Environ Res

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“…Interest and involvement in solving a real-life problem that students are passionate about solving can help hidden talents to emerge (Gallagher & Gallagher, 2013;Riley et al, 2017;Webber et al, 2018). Support for this perspective can be found in several studies in which curricula and teaching strategies recommended for exceptionally talented students were effective in increasing the achievement of all students (Fraleigh-Lohrfink et al, 2013;Hallett & Venegas, 2011;Lee et al, 2009;Van Tassel-Baska & Johnsen, 2009).…”

Section: Resultsmentioning

confidence: 98%

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Pease

Vuke

Maker

et al. 2020

Journal of Advanced Academics

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Developing students’ strengths while teaching the content required by national and state standards in science, technology, engineering, and mathematics (STEM) is challenging for classroom teachers. In the Cultivating Diverse Talent in STEM (CDTIS) project, the assessment results found in strength-based reports gave teachers the tools needed to pursue STEM projects that were community and globally inspired, student selected, and aligned with standards. Results of Discovering Intellectual Strengths and Capabilities while Observing Varied Ethnic Responses (DISCOVER) assessments were compiled into easy-to-understand charts and profiles for each student and the class as a whole; the data from assessments of creative problem-solving in all domains were combined to show the students’ strengths. Profiles were then given to students and their parents. Reports contained a summary of the assessments, ideas for developing each area of strength, useful materials, ways to move from focusing on “right answers” to rewarding creative thinking, and careers aligned with the domains of ability. Teachers and students participated in Real Engagement in Active Problem Solving (REAPS) in which students solved real-world problems from their local communities and the world that were connected to their academic areas of study. Using REAPS in any STEM area boosts students’ focus, motivation, interest, and understanding.

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“…Effective teachers have been increasingly recognized as crucial to influencing student learning and wellbeing outcomes (Hattie, 2003(Hattie, , 2012. In analyzing the accumulated research on teacher qualities that enable them to become effective teachers of the gifted in the classroom (e.g., Chan, 2001;Croft, 2003;Mills, 2003;VanTassel-Baska & Johnsen, 2007;Vialle & Quigley, 2002;, Vidergor (2015) concluded that teachers of the gifted need to possess knowledge of what it means to be gifted, interact well with gifted and able students, be sensitive to individual and cultural differences, be enthusiastic and willing to constantly learn new things, and be well acquainted with subject matter they teach. Research shows that an effective teacher of the gifted needs to possess a combination of characteristics including sensitivity to student differences, positive attitudes toward gifted students, unique personality traits such as possessing a sense of humor and a willingness to make mistakes, and expertise in subject matter and teaching (Stephens, 2019;Vidergor, 2015).…”

Section: Teacher Qualitiesmentioning

confidence: 99%

Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities

Handa¹

2020

Journal of Advanced Academics

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The purpose of this study was to compare students’ and teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher by fostering student voice. Participants included 802 students and 867 teachers from Northern Sydney government schools in Australia. The researcher used a convergent parallel mixed methods design, including online questionnaires and face-to-face interviews. Years 5 to 12 gifted students ( n = 38) from four schools acted as co-researchers at the methodological level. The student co-researchers co-designed and disseminated the student survey, and interviewed their own teachers. Significant differences were found between the students’ and the teachers’ perceptions of differentiated practices, student engagement, and the qualities of an effective teacher. The study’s findings highlight the need for a shared understanding of perspectives by both teachers and students to foster schoolwide optimal learning and teaching processes.

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Teacher Education Standards for the Field of Gifted Education

Cited by 63 publications

References 179 publications

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

Differentiation as measured by the Classroom Practices Survey: a validity study updating the original instrument

A Practical Guide for Implementing the STEM Assessment Results in Classrooms: Using Strength-Based Reports and Real Engagement in Active Problem Solving

Examining Students’ and Teachers’ Perceptions of Differentiated Practices, Student Engagement, and Teacher Qualities

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