The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

Miller, Erin

doi:10.1177/016235320903300104

Cited by 33 publications

(29 citation statements)

References 65 publications

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“…Schroth and Helfer (2009) echoed that finding, suggesting teachers in general, and those with gifted experience to a greater extent, were more likely to support an expanded definition of giftedness than school officials and administrators. In contrast, in a study using methods designed to measure implicit conceptions, no difference in patterns of beliefs about giftedness was found between teachers with and without experience working with gifted children (Miller, 2009). Finally, in a survey distributed to teachers across eight states, responses suggested there was broad acceptance of the fact that IQ testing alone could not correctly identify gifted learners who were culturally, linguistically, and/or economically diverse (de Wet & Gubbins, 2011).…”

Section: Teacher Perceptions Of Giftednessmentioning

confidence: 85%

High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development

Russell¹

2018

Journal of Advanced Academics

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figure, references, 62 titles.In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to assess their attitudes, feelings, and opinions about the nature and needs of gifted learners using a grounded theory model of analysis. Data collected from the 11 participants in the first phase of the analysis was combined with that collected from the 13 participants in phase two and validated throughout with continual comparison through memoing. Participants reported a general lack of engagement with scholarly work in the gifted education field as well as a dependence on the school district for effective training in classroom practice. Evidence also suggested a view of giftedness among the participants as an inherent quality of some people who needed to be properly trained in the instructional environment. Implications from this study suggest further research, both qualitative and quantitative, needs to focus on clarifying the perception of giftedness among high school teachers as well as how the delivery of effective training to those teachers can be implemented. , and giftedness may manifest in a variety of forms Konstantopoulos, Modi, & Hedges, 2001). As such, the field continues to struggle over definitions for seemingly simple but, in fact, very complex terms such as gifted, giftedness, and gifted education. However necessary debate and discussion at the researcher level may be, it could potentially lead to confusion and frustration for teachers as they seek to provide the best possible services to their students. In gifted education, competing ideas, approaches, and policies potentially result in confusing and contradictory curriculum models adopted by local school systems, especially in the current climate of high-stakes accountability testing . At the high school level competing priorities may be compounded as teachers of gifted students work to satisfy the requirements of Advanced Placement or International Baccalaureate standards to satisfy . High school gifted education is potentially affected by contested definitions, vague policies, and research-to-practices gaps . Few studies have taken a deeper look at the unique perspectives of high school teachers in gifted education programs and how their gifted education practices might be affected by the struggle to define giftedness and the complications for quality gifted education practice associated with it. Gifted Education in High SchoolCompeting Conceptions of Giftedness Experts in the field of gifted education do not agree on what it ...

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Section: Teacher Perceptions Of Giftednessmentioning

confidence: 85%

High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development

Russell¹

2018

Journal of Advanced Academics

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“…In general, little research has been conducted on how teacher training strategies could impact teachers' beliefs and teaching behaviour in order to meet the gifted student's needs. However, one strategy was found to be effective: encouraging students to make their attitudes and beliefs explicit so that their assumptions can be analysed (Correa, Hudson & Hayes, 2004;Miller, 2009). Baudson and Preckel (2016) found out that teachers considered gifted students more able, but less prosocial and more maladjusted than average-ability students.…”

Section: Problem Statementmentioning

confidence: 99%

The Psychopedagogical Dimension Of Promoting Talents - An Observative Study

Carmen-Mihaela¹

2019

The European Proceedings of Social and Behavioural Sciences

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The psycho-pedagogical issue of talent promotion is a field of current interest for different categories of teachers, students preparing for the teaching career, counsellors, parents, pupils, decision-makers. Until recently, the general assumption assumed by most countries was that talented children have no special needs or difficulties in order to succeed in school and life. Talent nurturing and management became a challenge for teachers. Unfortunately, the support for initial and in-service teacher training for gifted education is yet insufficient. In this context, we consider it important to know the opinion of master candidates in the domain of educational sciences regarding the usefulness, content, strategies for stimulating/realizing talent promotion in the present Romanian school, as well as the causes that support or complicate these approaches. The present study was conducted in the second semester of the academic year 2017-2018. The research method was a questionnaire applied to 71 master candidates at the Innovative Strategies in Education master study programme from Vasile Alecsandri University of Bacӑu, Romania. The purpose of this observative study is to identify the master candidates' perception of this issue with a view to ensuring a higher convergence between their professional training interests and the content studied during the master program. The quantitative and qualitative analysis of the answers was relevant to the need for a minimal initial/continuous training in the psycho-pedagogy of high abilities (PPHA) for teachers.

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“…Jedná se vlastně o očekávaný výsledek, který zrcadlí výstupy z jiných výzkumů (Altintas & Ilgun, 2016;Miller, 2009;Olthouse, 2014). Zaměření učitelů na vysoký demonstrovaný výkon u žáků je běžné a můžeme jej navíc doložit i studiemi, zjišťujícími souvislost mezi identifikací nadaného žáka učitelem a identifikací komplexními inteligenčními testy.…”

Section: Diskuseunclassified

Nadaný žák je jako Jágr mezi hokejisty aneb Učitelova koncepce nadání v analýze metafor

Machů¹

2019

Studia paedagogica

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This article examines conceptions of giftedness and their influence on pedagogical practices. It aims to identify the conceptions of giftedness hidden in metaphorical terms stated by primary school and multi-year g ymnasium teachers. Using metaphor analysis, we identified 20 thematic codes, which were sorted into respective conceptions of giftedness. The survey involved 432 teachers and resulted in 521 codes. We determined that nearly half of the metaphors described gifted pupils as highly efficient and endowed with brilliant characteristics (performance conceptions). About one third of the teachers were aware of the problems that gifted students face in the social

show abstract

The Effect of Training in Gifted Education on Elementary Classroom Teachers' Theory-Based Reasoning about the Concept of Giftedness

Cited by 33 publications

References 65 publications

High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development

High School Teachers’ Perceptions of Giftedness, Gifted Education, and Talent Development

The Psychopedagogical Dimension Of Promoting Talents - An Observative Study

Nadaný žák je jako Jágr mezi hokejisty aneb Učitelova koncepce nadání v analýze metafor

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