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Full-Text Articles in Education
Teacher Perceptions Of Gifted Middle School Students, Tom Wimsatt
Teacher Perceptions Of Gifted Middle School Students, Tom Wimsatt
Masters Theses & Specialist Projects
Middle school students who fall under the gifted and talented category are often perceived as being “self-sustaining, easy to handle” students. Research into the nature of gifted and talented students over the last 40+ years has proven otherwise, demonstrating a wide range of social and emotional issues as well as the need for advanced academic challenges. However, middle school teachers have shown mixed opinions about the specific needs of gifted and talented students, oftentimes seeing GT students at the middle school level to be less student and more “student helper”. This study was conducted to determine the current trends and …
The Impact Of Teacher Perception Of Gifted Individuals On The Instruction Of Gifted Students, Justin Moreschi
The Impact Of Teacher Perception Of Gifted Individuals On The Instruction Of Gifted Students, Justin Moreschi
Masters Theses & Specialist Projects
This study explores the impact of teacher perception on the instruction and identification of gifted students. All certified teachers in a local elementary school were invited to complete a survey addressing the state of gifted training opportunities and personal perceptions of giftedness in multiple capacities. Results from the survey led to the discussion of four themes: the support for gifted students in the traditional classroom, the amount of professional training for teachers, the identification of gifted students, and the fact that all teachers impact gifted students and their instruction.
Meeting The Needs Of Gifted Students By Providing Year-Long Professional Development On Differentiated Instruction, Barbara M. Rollins
Meeting The Needs Of Gifted Students By Providing Year-Long Professional Development On Differentiated Instruction, Barbara M. Rollins
Masters Theses & Specialist Projects
This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample time to integrate what they learned into their planning and instructional design. At the end of the study, teachers were given …