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Perceptions of the Purpose, Efficacy...

Ring, Mitchel David.

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Perceptions of the Purpose, Efficacy, and Equity of Gifted Classrooms.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perceptions of the Purpose, Efficacy, and Equity of Gifted Classrooms./
Author:	Ring, Mitchel David.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	58 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Educational psychology. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30313906
ISBN:	9798379423407

Perceptions of the Purpose, Efficacy, and Equity of Gifted Classrooms.
Ring, Mitchel David.

Perceptions of the Purpose, Efficacy, and Equity of Gifted Classrooms. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 58 p.

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Psy.D.)--University of Colorado at Denver, 2023.

This item must not be sold to any third party vendors.

Gifted and Talented (GT) education in the United States is not legally mandated, in contrast with special education. Services for gifted students can and do vary widely depending on a number of factors, which leads to disparity. Despite known inequalities within GT systems, particularly for students with disabilities or who are culturally and linguistically diverse, some have suggested gifted-only classrooms as the best option for serving GT students. The present study examined the perceptions of teacher candidates to determine their thoughts, beliefs, and attitudes toward current approaches to GT education, and to explore their ideas related to self-contained GT classrooms. Qualitative content analysis revealed themes relating to equity, efficacy, and demand on both students and teachers, with implications for the training of teachers as well as future development of GT programming. Teacher candidates reported feeling unprepared to serve GT students, and to lack knowledge related to GT education. Participants also reported concerns regarding the social-emotional development of GT students in gifted-only classrooms. Concerns related to equity were identified by two of the four participants.

ISBN: 9798379423407Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Equity

Perceptions of the Purpose, Efficacy, and Equity of Gifted Classrooms.
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520 $a Gifted and Talented (GT) education in the United States is not legally mandated, in contrast with special education. Services for gifted students can and do vary widely depending on a number of factors, which leads to disparity. Despite known inequalities within GT systems, particularly for students with disabilities or who are culturally and linguistically diverse, some have suggested gifted-only classrooms as the best option for serving GT students. The present study examined the perceptions of teacher candidates to determine their thoughts, beliefs, and attitudes toward current approaches to GT education, and to explore their ideas related to self-contained GT classrooms. Qualitative content analysis revealed themes relating to equity, efficacy, and demand on both students and teachers, with implications for the training of teachers as well as future development of GT programming. Teacher candidates reported feeling unprepared to serve GT students, and to lack knowledge related to GT education. Participants also reported concerns regarding the social-emotional development of GT students in gifted-only classrooms. Concerns related to equity were identified by two of the four participants.
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