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A Correlational Study Of School Principals Perceptions Of Self Efficacy And The Availability Quality Of Gifted Programming In Their Schools
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Book Synopsis A Correlational Study of School Principals' Perceptions of Self-efficacy and the Availability & Quality of Gifted Programming in Their Schools by : Louis Paul Lloyd-Zannini
Download or read book A Correlational Study of School Principals' Perceptions of Self-efficacy and the Availability & Quality of Gifted Programming in Their Schools written by Louis Paul Lloyd-Zannini and published by . This book was released on 2001 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Correlation Between Self-efficacy, Differentiated Instruction, and Gifted Training in Schools Serving Students Originating from Under-resourced Homes by : Amy Dean O'Dell
Download or read book The Correlation Between Self-efficacy, Differentiated Instruction, and Gifted Training in Schools Serving Students Originating from Under-resourced Homes written by Amy Dean O'Dell and published by . This book was released on 2022 with total page 188 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teachers face the challenge of meeting diverse learners’ academic needs. Many learners from historically underrepresented student populations enter school with varying exposure to quality learning opportunities creating an academic gap and affecting gifted identification. Differentiation moved to the forefront of education as part of the response to intervention process and to meet gifted learners’ academic needs. However, many teachers may feel ill-equipped to address a wide range of ability levels. The classroom’s diverse and dynamic nature required efficacious teachers prepared to differentiate instruction effectively. The purpose of this bivariate correlational study was to examine the relationship between teachers’ self-efficacy, teachers’ perceptions and frequency of use of differentiated instruction, and gifted endorsement for teachers in northwestern South Carolina whose districts serve a large student population originating from under-resourced homes and who also offer gifted programming. The sample consisted of 108 teachers from four districts. Bandura’s self-efficacy theory and Tomlinson’s differentiated instruction model guided the study as they relate to teachers’ perceptions and frequency of use of differentiation and training. Self-reported data from Likert-type surveys assessed teachers’ sense self-efficacy as measured by the Teachers’ Sense of Self-Efficacy Scale and perceptions and frequency of use of DI practices as measured by the Teachers’ Perceptions and Use of Differentiated Instruction Practices Survey. Bivariate linear regression analyses indicated that gifted endorsement did not predict teachers’ sense of self-efficacy, did not predict teachers’ perceptions of differentiated instructional practices, and did not predict teachers’ frequency of implementation of differentiated instructional practices.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Parent and Teacher Perspectives of Gifted Education Programs in the Public School by : Todd D. Ream
Download or read book Parent and Teacher Perspectives of Gifted Education Programs in the Public School written by Todd D. Ream and published by . This book was released on 2020 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative study examined the perceptions of parents and teachers regarding the effectiveness of gifted programs in addressing the academic and social-emotional needs of gifted students. Utilizing online surveys, perceptual data was collected from parents and teachers of gifted students in a suburban school district in southeast Pennsylvania. Interviews were conducted with parents and teachers to obtain personal views and perspectives concerning the effectiveness of gifted programs and services. The study concluded that parents favor advanced placement courses, grade-level acceleration, and small group pull-out services. Parents expressed confidence in programs intended to support their children's social-emotional development, but noted that academic programs appeared to be valued over social-emotional services. Parents recommended increasing the priority of social-emotional aspects of the gifted program. They suggested a disproportionate number of programs exist to aid students with learning disabilities versus those intended for gifted students. Parents recommended improving equity within student support service options. Parents also expressed satisfaction with pull-out style enrichment and acceleration, but proposed longer and more frequent interactions between gifted students and gifted support staff. Teachers expressed positive perceptions of the effectiveness of gifted academic programs. They reported high levels of instructional self-efficacy, but a perceived lack of school policy guiding enrichment and acceleration strategies. Teachers further indicated positive perceptions of current social-emotional programing, but a limited number of training opportunities designed to support them with gifted education. Participants recommended more gifted training opportunities and an increase in staffing to improve the overall effectiveness of gifted programs.
Book Synopsis Gifted Education in Rural Schools by : Amy Price Azano
Download or read book Gifted Education in Rural Schools written by Amy Price Azano and published by Routledge. This book was released on 2021-02-28 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: This text draws on data from a five-year longitudinal study focusing on gifted education programs in high poverty rural areas in the US. It provides a framework for the use of place-based interventions to effectively serve gifted students, reduce opportunity gaps, and address stereotype threat. Recognizing that gifted learners are often underrepresented in rural contexts, the text adopts a social justice lens to outline the unique challenges of fostering advanced education in rural school districts. Using opportunities to learn and best practices in gifted education to inform interventions and practice, the text offers in-depth explanation of how place-based approaches can be used to identify gifted students and ensure that curricula are designed to respect the setting, students, and teachers. The text is structured into three parts, providing the reader with a logical and comprehensive progression through theoretical foundations, the practicalities of implementation, and the process and outcomes of measuring and validating outcomes. Given its unique approach to gifted education programs, this book will prove to be an indispensable and timely resource for scholars working to develop gifted education and educational interventions with and for rural schools.
Book Synopsis Gifted Program Evaluation by : Kristie Speirs Neumeister
Download or read book Gifted Program Evaluation written by Kristie Speirs Neumeister and published by Routledge. This book was released on 2021-09-09 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: Faced with budget challenges, many districts cannot afford to hire an outside consultant to conduct a formal evaluation of their gifted programs. Districts may wish to conduct their own in-house program evaluation. The second edition of Gifted Program Evaluation: A Handbook for Administrators and Coordinators is designed to assist administrators in designing, conducting, and reporting on an evaluation of their gifted programs. Written with the busy administrator in mind, this handbook includes an overview of evaluating programs to ensure that (1) the program structure is based on best practice, (2) students are achieving at levels commensurate with their abilities, and (3) the program develops skills that gifted students will need to be meaningful contributors in society, including higher level thinking, communication, and affective skills. The book provides all of the tools to assist evaluators, including an in-depth description of how to conduct a program evaluation, the mechanics of collecting and analyzing a variety of different data sources, and how to organize, write, and share the findings. It also features reproducibles, including interview and survey question banks, classroom observation tools, professional development forms, and program element checklists.
Book Synopsis Effects of High-stakes Testing on Building Level Administrators' Perceptions of Gifted Education by : Lawrence W. Sanders
Download or read book Effects of High-stakes Testing on Building Level Administrators' Perceptions of Gifted Education written by Lawrence W. Sanders and published by . This book was released on 2013 with total page 112 pages. Available in PDF, EPUB and Kindle. Book excerpt: The study examined how principals' perceptions of high-stakes testing effected the growth of higher achieving students. Principals of schools with kindergarten through eighth grades (K-8) completed the High-Achieving Students in the No Child Left Behind Era Survey. The instrument was distributed to administrators using SurveyMonkey, a cloud based survey development company. Twenty-one principals from ten districts involved in the study completed a multiple choice questionnaire with supplementary open-ended questions. Additionally, 10 participants provided insights through interviews. In an effort to learn more about the instruction practices over time, this research study identified teaching practices spanning a five year period since the inception of the No Child Left Behind (NCLB) Act. Results reflected principal's beliefs that since the launching of NCLB, struggling students received the most overall attention at their schools and as a result were the beneficiaries of the provisions of NCLB. Furthermore, it appeared that efforts made for underachieving students to reach "proficiency" had become so important that the needs of advanced students became less emphasized. However, if there were no limitations on resources, principals claimed that they would provide additional staff to support the gifted and talented students in their schools. The research findings also suggested that the majority of principals' integrated instruction for the advanced and gifted students using strategies not supported by research as best practices.
Book Synopsis Educators' Perceptions of Reasons for and Strategies to Correct the Underrepresentation of African Americans in Gifted Eductaion Programs by : Deborah Ann McKinnie Dunn
Download or read book Educators' Perceptions of Reasons for and Strategies to Correct the Underrepresentation of African Americans in Gifted Eductaion Programs written by Deborah Ann McKinnie Dunn and published by . This book was released on 2008 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine elementary and middle school educators perceptions of the reasons for the underrepresentation of African Americans in gifted education programs. The mixed method paradigm included a combination of both qualitative and quantitative research methods. The two instruments used were an eight item interview questionnaire and a two page researcher-designed survey. The participants were selected based on the operation of their gifted eligibility teams from three selected elementary schools and twenty middle schools. Three elementary principals and three middle school principals were interviewed to gain an in-depth knowledge of the reasons for and strategies to correct the underrepresentation of African Americans in gifted education programs. Sixty-nine surveys were mailed to principals at three elementary schools and twenty middle schools of a large school system in metro Atlanta. The principals distributed the surveys to members of his or her schools gifted eligibility team. The survey assessed the reasons for the underrepresentation of African Americans in gifted education programs based on the perceptions of principals and teachers. The 31 respondents surveys, a 44.9% return rate, were analyzed and indicated that reasons for the underrepresentation of African Americans in gifted education 2 programs consisted of the following: (1) African American culture does not value intellectual giftedness; (2) Definition of giftedness inhibits identification of minority students; (3) Identification process for admission into the gifted program is problematic; (4) Low socio-economic status of African American students inhibits their identification for the gifted program; (5) Non-standard language of African American students inhibits their identification for the gifted program; (6) The educational level of African American parents negatively affects student attitudes about the gifted program; (7) Race causes African American students not to be nominated; (8) Late identification of African American students causes them not to stay in the gifted program; (9) Teachers do not recognize gifted potential of African American students; (10) Test bias works against African American students; (11) Student unwillingness to participate in the program is problematic. As a result of the principals interviews, nine strategies were formulated to address the underrepresentation of African Americans in gifted education programs.
Book Synopsis Elementary Teachers' Perceptions of Effective Instructional Practices for Gifted Education by : Christine J. Cocozza
Download or read book Elementary Teachers' Perceptions of Effective Instructional Practices for Gifted Education written by Christine J. Cocozza and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to investigate elementary teachers' perceptions of instructional strategies that positively affect gifted students' learning in the classroom. Regular education and gifted education teachers from 3rd to 6th grade in two Pennsylvania school districts were asked to complete a survey (N=35) and an interview (N=10). Teachers responded to survey and interview questions specifically related to their districts' policies on, and their perceptions of, the effectiveness of acceleration, curriculum compacting, and enrichment on meeting the needs of gifted students. Participants expressed opinions on how their districts have used, and could in the future use, professional development to improve the instruction that gifted students receive in the heterogeneous and homogeneous classroom settings. This study found that, regular education teachers reported they would like more time to meet with their gifted education peers in order to more effectively meet the needs of the gifted students they serve. When asked about professional development, regular education teachers enumerated very limited training being provided by the district on topics that specifically relate to gifted education. The study goes on to show that overall, teachers of the gifted are more familiar than regular education teachers with district policy on acceleration, curriculum compacting, and enrichment. Teachers of the gifted also reported using acceleration and curriculum compacting more frequently in the classroom. Teachers of the gifted described being exposed to more professional development that related to educating gifted students than their regular education peers. This study established that the majority of gifted education and regular education teachers know their school's policy on enrichment, and use enrichment in the classroom to meet the needs of gifted students. Both gifted and regular education teachers expressed that they would appreciate more professional development that focuses specifically on gifted students and more time and training so they are better able to implement diverse instructional strategies to meet their gifted students' needs.
Book Synopsis Elementary Gifted Education Quality by : Jason J. Marakovits
Download or read book Elementary Gifted Education Quality written by Jason J. Marakovits and published by . This book was released on 2017 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was to explore discrepancies between teacher and parent perceptions of the effectiveness of the ways schools are addressing the academic and social-emotional needs of gifted elementary students. Eighteen teachers and 21 parents of gifted elementary students from 8 schools in 3 districts in eastern Pennsylvania completed surveys that included 18 Likert scale items and 2 open-ended questions. Additionally, 5 teachers and 5 parents of gifted elementary students participated in interviews. All of the interviews consisted of 12 questions, and the interviews were conducted individually. The survey items and interview questions for the teachers and parents were aligned; this enabled the researcher to compare the responses between the groups. Teachers and parents reported that their schools are meeting the academic needs of gifted elementary students in fairly effective ways. Both groups produced responses that indicated moderate levels of agreement with the Likert scale items about acceleration and enrichment. The responses to the open-ended and interview questions about academic needs were also positive. However, the 2 groups produced contrasting responses about the students' social-emotional needs. The teachers who participated in this study responded that schools are adequately addressing the social-emotional needs of gifted elementary students. Conversely, parents stated that their children do not receive services that effectively meet their social-emotional needs. The level of agreement on the Likert scale items about social-emotional services was much lower for parents than it was for teachers. Furthermore, parents shared strongly negative opinions about social-emotional services in the open-ended and interview questions.
Book Synopsis Secure the Black, Brown, and Gifted by : Laurie Diane Hamilton
Download or read book Secure the Black, Brown, and Gifted written by Laurie Diane Hamilton and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to analyze the effect of school socioeconomic status, presence of gifted programs, and teacher's ethnicity on teachers' perception of their students' potential, giftedness identification, and administrative support in a suburban school system with a high representation of minorities and students who are culturally, linguistically, economically diverse. The participants in the current study consist of 293 teachers selected from a suburban school district located nearby a large metropolitan city in the northeastern part of the United States. The survey used in this study is a 47-item online instrument adapted from the Snapshot Survey of Gifted Programming Effectiveness Factors: Using the National Gifted Teacher Preparation Standards and NAGC Program Standards to Inform Practice. MANOVA analysis indicated that teachers' perceptions of giftedness were significantly different between schools of high poverty (Title 1), schools of low poverty (non-Title 1), schools with gifted programs, and teacher ethnicity.
Book Synopsis High School Teachers' Perceptions of Giftedness, Gifted Education, and Talent Development by : Joseph Russell
Download or read book High School Teachers' Perceptions of Giftedness, Gifted Education, and Talent Development written by Joseph Russell and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis High School Principals' Attitudes Toward and Perceptions of Gifted Students and Gifted Programs by : Carla Dell Bryant
Download or read book High School Principals' Attitudes Toward and Perceptions of Gifted Students and Gifted Programs written by Carla Dell Bryant and published by . This book was released on 2010 with total page 496 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Principals' Perceptions on Educating Elementary Students who are Gifted by : Ingrid K. Cumming
Download or read book Principals' Perceptions on Educating Elementary Students who are Gifted written by Ingrid K. Cumming and published by . This book was released on 2015 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met, students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school district. The research questions explore elementary school principals' perceptions of the implementation of practices, programs and instructional methods that support their programs for students who are gifted and the teachers of students who are gifted.
Book Synopsis The Relationship of Special Programming for Gifted Children to Parent Attitudes Toward Schools by : Kent Clinton Myers
Download or read book The Relationship of Special Programming for Gifted Children to Parent Attitudes Toward Schools written by Kent Clinton Myers and published by . This book was released on 1963 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions on Mathematically Gifted by : Motshidisi Gertrude van Wyk
Download or read book Teacher Perceptions on Mathematically Gifted written by Motshidisi Gertrude van Wyk and published by . This book was released on 2018 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt: In South Africa, schools are defined as full-service schools (FSS) that are inclusive and welcoming of learners to develop their full potential irrespective of their background, culture, abilities or disabilities, their gender or race (Department of Basic Education, 2014). However, gifted learners are found in mainstream classrooms where teachers must deal with a wide diversity of learners. Empirical evidence shows that teachers are trained on inclusive education, but the interpretation of inclusive education is that of meeting the needs of learners who are falling behind. This interpretation excludes gifted learners confirming (Oswald & de Villiers, 2013) assertions that teachers are not trained on gifted education. Yet the outstanding creativity of a small percentage of the population (gifted learners) has been described as mankind’s ultimate human capital asset. This study adopted Gagné’s Differentiating Model of Giftedness and Talent (DMGT) which sensitizes researchers about the developmental process of the student’s potential that could be affected negatively or positively by environmental and intrapersonal catalysts. Consequently, if the developmental process is affected negatively, it becomes poor and result in hindering the gifted student to become talented. Such student’s inherent gifts will go to waste but if nurtured and developed, such potential (gifts) will reveal his or her talent (Gagné, 2007). Based on this concern, this study aimed at investigating perceptions of foundation phase teachers from the Motheo and Xhariep districts’ primary schools of the Free State toward mathematically gifted learners. This study was guided by Gagné’s fifth commandment about the education of gifted students that suggests the need for earliest intervention in developing talent into gifts – as early as kindergarten or first grade (Gagné, 2007). This study investigated foundation phase teachers’ preparedness in terms of catering for the needs of mathematically gifted learners in their regular classrooms. It also investigated principals’ perceptions toward gifted education through inclusive education that is currently practiced in mainstream classrooms. The study followed a mixed method approach. Purposive sampling was used to select the 118 mathematics teachers who took part in the study. Data was collected by means of a three-point Likert scale questionnaire and the face-to-face structured interview schedule for teachers and principals respectively, from all twenty selected primary schools. All the data, collected in this study, collected from questionnaires and interviews, were organisedviiwithin the context of the research questions using thematic analyses drawn from to provide coherence on the findings of this study (Cohen, Manion & Morrison, 2011).Regarding teacher preparedness, the results show that 94 teachers were trained to teach Numeracy, 91 teachers were trained to teach Literacy and 83 teachers were trained to teach Life Skills. The results also show that 64% of teachers perceived themselves as being competent enough to teach the gifted learners in their regular classrooms. However, 88% of teachers expressed the need for higher education institutions to include content on gifted education in their courses.The results further, show that 35% of principals encourage teachers to differentiate teaching methods or strategies and resources in their lesson planning, to facilitate effective inclusive education. However, differentiation was with reference to struggling learners not for gifted learners. These results are similar to what Mhlolo (2015) found in terms of the implementation of an inclusive education policy in South Africa being a main concern which is affected by a number of factors such as lack of training.
