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Teachers' perceptions regarding gift...

Jeong, Hea Won Grace.

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Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age).

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age)./
Author:	Jeong, Hea Won Grace.
Description:	171 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.
Contained By:	Dissertation Abstracts International71-10A.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419721
ISBN:	9781124198347

Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age).
Jeong, Hea Won Grace.

Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age). - 171 p.

Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.

Thesis (Ph.D.)--Saint Louis University, 2010.

This study explored teachers' prominent perceptions, misconceptions and significant differences among these misconceptions regarding giftedness in early childhood students, ages 3 to 8 through a survey. Teachers were asked 25 questions about the topics of giftedness and gifted young children. A total of 119 teachers completed the survey.

ISBN: 9781124198347Subjects--Topical Terms:

1673432
Education, Gifted.

Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age).
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020 $a 9781124198347
035 $a (UMI)AAI3419721
035 $a AAI3419721
040 $a UMI $c UMI
100 1 $a Jeong, Hea Won Grace. $3 1683496
245 1 0 $a Teachers' perceptions regarding gifted and talented early childhood students (three to eight years of age).
300 $a 171 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-10, Section: A, page: 3524.
500 $a Adviser: Linda Bufkin.
502 $a Thesis (Ph.D.)--Saint Louis University, 2010.
520 $a This study explored teachers' prominent perceptions, misconceptions and significant differences among these misconceptions regarding giftedness in early childhood students, ages 3 to 8 through a survey. Teachers were asked 25 questions about the topics of giftedness and gifted young children. A total of 119 teachers completed the survey.
520 $a First, regarding the findings on teachers' prominent perceptions, the findings indicated that most teachers accurately understood these perceptions: (1) the need for differentiation, (2) advanced verbal skills, (3) standard test bias related to students from diverse backgrounds, (4) family participation in identification and (5) language issues related to teachers' nomination for limited-English proficient (LEP) students. They also accurately understood that gifted students experience frustration, and have problems with motivation.
520 $a Secondly, regarding the findings on teachers' prominent misconceptions, teachers held uncertain knowledge on these issues: (1) the effectiveness of cooperative learning in heterogeneous groups, (2) a negative effect of academic acceleration, (3) no need for special services, (4) cooperative play style and (5) creative tests for artistically gifted students.
520 $a Finally, concerning significant differences among teachers' uncertain knowledge or misconceptions, the ANOVA data indicated that family and personal giftedness, educational level, and training in gifted education were significant. However, the types of certifications, years of teaching experience and grade level of teaching were not significant. The post-hoc-Scheffe test indicated that full (or ongoing) training in gifted education was significant. Recommendations emphasized the importance of ongoing professional development in gifted education to dispel their uncertain knowledge, and understand the theory and research based practices. Also, professional development should be provided through collaborative efforts with multiple levels of support in order that educators are encouraged to transfer their accurate perceptions into classroom practices with more attention to diversity among learners.
590 $a School code: 0193.
650 4 $a Education, Gifted. $3 1673432
650 4 $a Education, Early Childhood. $3 1017530
650 4 $a Education, Special. $3 606639
650 4 $a Education, Teacher Training. $3 783747
690 $a 0445
690 $a 0518
690 $a 0529
690 $a 0530
710 2 $a Saint Louis University. $b Educational Studies. $3 1673454
773 0 $t Dissertation Abstracts International $g 71-10A.
790 1 0 $a Bufkin, Linda, $e advisor
790 1 0 $a Grady, Michael P. $e committee member
790 1 0 $a Rule, Ann $e committee member
790 $a 0193
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3419721