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Teachers' and Preservice Teachers' P...

Bradshaw, Haylie,

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Teachers' and Preservice Teachers' Perceptions of Giftedness and Disproportionality in Gifted Education Programs /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Teachers' and Preservice Teachers' Perceptions of Giftedness and Disproportionality in Gifted Education Programs // Haylie Bradshaw.
作者:	Bradshaw, Haylie,
面頁冊數:	1 electronic resource (44 pages)
附註:	Source: Masters Abstracts International, Volume: 86-07.
Contained By:	Masters Abstracts International86-07.
標題:	Gifted education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31634639
ISBN:	9798302185709

Teachers' and Preservice Teachers' Perceptions of Giftedness and Disproportionality in Gifted Education Programs /
Bradshaw, Haylie,

Teachers' and Preservice Teachers' Perceptions of Giftedness and Disproportionality in Gifted Education Programs /Haylie Bradshaw. - 1 electronic resource (44 pages)

Source: Masters Abstracts International, Volume: 86-07.

The proposed study examined the perceptions of giftedness held by teachers of gifted students and how current identification procedures relate to the underrepresentation of diverse students enrolled in gifted education programs. This relationship was examined through the following research questions: (a) What are the attitudes of teachers and teacher candidates concerning giftedness and gifted education programs? and (b) Do teachers and teacher candidates' attitudes reflect an awareness towards teaching culturally diverse gifted students? Past research suggests that in the field of gifted education there is a notable underrepresentation of minority and economically disadvantaged children enrolled in gifted education programs. This underrepresentation is most likely caused by a low admittance of minority and disadvantaged students into the programs, which often begins with teacher referrals and recommendations of specific students by their teachers. There are many reasons why teacher referral practices can be a flawed process for placing students in gifted education. Teachers consistently fail to refer minority students for several possible reasons, such as an inability to recognize unique characteristics of giftedness, not considering the effect outside circumstances have on achievement, or simply having low achievement expectations for minority students. For this study, participants, which included both graduate and undergraduate students, were surveyed digitally via Qualtrics regarding their attitudes towards gifted students and gifted education programs in general, as well as their attitudes towards teaching culturally diverse groups of students. Gagne and Nadeau's Opinions About the Gifted and Their Education Scale (1991) and portions of the Teacher Multicultural Attitude Survey created by Ponterotto et al. (1998) and Professional Beliefs about Diversity Scale created by Pohan, and Aguilar (2001) were used to create the survey that was sent to participants. Data was analyzed using mean scores to determine overall attitudes as well as on an item level by frequency to determine what the participants' specific opinions are and if there are any relevant occurring trends or patterns.

English

ISBN: 9798302185709Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Disproportionality

Teachers' and Preservice Teachers' Perceptions of Giftedness and Disproportionality in Gifted Education Programs /
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653 $a Minority
653 $a Perceptions
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653 $a Giftedness
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