Attitudes of 1,200 Educators toward the Education of the Gifted and Talented: Implications for Teacher Preparation

1979 ◽  
Vol 2 (4) ◽  
pp. 202-213 ◽  
Author(s):  
Ronald L. Rubenzer ◽  
James A. Twaite
Keyword(s):  
Teacher Preparation ◽  
Teaching Experience ◽  
Attitude Scale ◽  
Accurate Information ◽  
Gifted Identification ◽  
Affective Development ◽  
Gifted Programming ◽  
Acceleration Techniques ◽  
Teacher Recommendations ◽  
University Training

The purpose of this study was to provide recommendations for teacher preparation in gifted education to directors of inservice and university training programs. Recommendations were based on the responses of 1,220 kindergarten through 12th educators to a modified Likert attitude scale regarding gifted identification, programming, behavioral characteristics, and teacher recommendations for gifted programming and teacher preparation. Also investigated were the relationships between five teacher characteristics and attitudes toward the gifted/talented. The most salient teacher preparation needs were found to be: increasing the accuracy and scope of talent identification, acquiring accurate information regarding acceleration techniques and consequences, and encouraging creative and affective development of the gifted/talented. Significant differences in attitudes were related to number of years of teaching experience, grade level and gifted/talented inservice experience.

scholarly journals The relationship between assessment and preparing BEd undergraduate students for the South African school context

2020 ◽  
pp. 1-12
Author(s):  
Nicole Imbrailo ◽  
Karen Steenekamp
Keyword(s):  
Teacher Preparation ◽  
South African ◽  
Undergraduate Students ◽  
School Context ◽  
Teaching Experience ◽  
The South ◽  
Bachelor Of Education ◽  
Work Integrated Learning ◽  
Emotional Strain ◽  
Pre Service Teacher

The Bachelor of Education (BEd) undergraduate degree at a university in the Gauteng province, South Africa, aims to prepare pre-service teachers by using their experiences to expose them to the South African schooling context. This is done using a scaffolded process that includes formative assessment, summative assessment and Work-Integrated Learning (WIL, also known as teaching experience). This paper describes research findings based on a sequential mixed method design used within a constructivist paradigm to collect data on the role of assessment in pre-service teacher preparation. Eighty participants answered 16 questions on a nominal scale, and from this sample, 8 participants took part in semi-structured, one-on-one interviews. Based on the findings, it was concluded that all types of assessment were beneficial for pre-service teacher preparation as part of an assessment schedule – especially the case with WIL. However, WIL was criticised for not aligning with the current context and for a need to include the realities of paperwork, policies and systems as well as the emotional strain experienced by in-service teachers. The results suggest that by making WIL more authentic could impact pre-service teachers during their careers when deciding whether to remain in the profession.

scholarly journals Impact of Reading Frequencies and Attitudes on Early Childhood Teachers’š Teaching Efficacy for Sustainable Development

2018 ◽  
Vol 9 (2) ◽  
pp. 79-92
Author(s):  
Hüseyin Kotaman ◽  
Aslι Balcι ◽  
Zeynep Nur Kιlιç Aydιn
Keyword(s):  
Early Childhood ◽  
Early Childhood Teachers ◽  
Teaching Efficacy ◽  
Teaching Experience ◽  
Reading Attitudes ◽  
Attitude Scale ◽  
Reading Attitude ◽  
Reading Groups ◽  
The Impact ◽  
Personal Questionnaire

Abstract The purpose of the study is to examine the impact of early childhood teachers’ reading attitudes, the total number of the books they have read about their profession, the total number of the books they have read on general topics, and their teaching experience on their teaching efficacy. Participants consist of 362 early childhood teachers from 51 different cities in Turkey. Of the 362 participants, 333 are female (91%) and 29 are male (9%). The ages of the teachers range from 21 to 50, with a mean age of 27.47. The participants responded to a personal questionnaire; Early Childhood Teachers’ Teacher Efficacy Scale (ECTTES) and Reading Attitude Scale (RAS). Stepwise regression analyses for subtests CM, SE, PI, P and for total teaching efficacy indicate that reading attitude and teaching experience are significant predictors. For subtest C, reading attitude and age appear as significant predictors. For subtest IS, only reading attitude appears as a significant predictor. Accordingly, in order to improve early childhood teachers’ reading attitudes, book clubs and peer reading groups are recommended.

scholarly journals SUPERVISION IN THE SOCIAL PRACTICE OF ART THERAPY AND COUNSELING

2019 ◽  
Vol 16 ◽  
Author(s):  
Nely Boiadjieva
Keyword(s):  
Art Therapy ◽  
Social Practice ◽  
Work Practice ◽  
Teaching Experience ◽  
Social Work Practice ◽  
Helping Professions ◽  
Social Sphere ◽  
The Social ◽  
The University ◽  
University Training

Supervision is viewed within the process of art-therapy and counseling in social work practice as an applied field of social pedagogy. The consulting and counseling within the helping professions in the social sphere is viewed as an important issue in the university training of specialists working with individuals, families and groups with different problems. The specifics of the consulting and counseling in the social sphere have been defined. On the basis of the analysis and the study of one’s own teaching experience as well as the empirical study of the feedback from students` opinions conclusions have been made about the problems of the methodology of the preparation for the helping professions. Attitudes towards professional counseling, self-estimation of the level of education and expectations for realization in the social sphere have been viewed as indirect orientations. In the end some generalization are made about the practice of supervision in art-therapy and counseling in social practice and teaching.

scholarly journals THE TEACHER QUALIFICATION SCHEME: A CASE OF ALBANIA

2013 ◽  
Vol 55 (1) ◽  
pp. 11-27
Author(s):  
Tidita Abdurrahmani
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Novice Teachers ◽  
Teaching Experience ◽  
Teacher Qualification ◽  
Years Of Teaching Experience ◽  
The University ◽  
Depth Interviews ◽  
Desk Research ◽  
Induction Scheme

The study aims to analyse the results of “Teacher Qualification Exam” in Albania, and to link these results with teacher preparation curricula taught in public universities. The methodology of research includes desk research on the literature about curricula and teacher continuous professional development, elaboration of the results of the testing of 3064 teachers, analysis of the university teacher preparation curricula in terms of skills development, the elaboration of the results of questionnaires developed by novice teachers, and in depth interviews with students graduating from the education departments. As a result, the research shows the relationships amongst the curricula developed in the teacher preparation faculties in Albania, the poor results of novice teachers involved in the induction scheme, and the comparatively low results of teachers pertaining to the third category of the Qualification Scheme (novice teachers having no more than 5 years of teaching experience) in Albania. It is advisable to adopt a better professional development scheme. Key words: desk research, novice teachers, teacher qualification.

scholarly journals Pre-university training of foreign students

2020 ◽  
Author(s):  
В.В. Жолудева
Keyword(s):  
Comparative Analysis ◽  
Foreign Students ◽  
Teaching Experience ◽  
Russian Language ◽  
Poor Knowledge ◽  
Mathematical Vocabulary ◽  
The University ◽  
University Training ◽  
The Russian Language ◽  
State Agricultural Academy

Рассмотрены вопросы довузовской подготовки иностранных студентов на примере обучения в Ярославской государственной сельскохозяйственной академии. Проведён сравнительный анализ уровней математической подготовки в национальных африканских школах, школах (вузах) Ближнего Востока и в российских школах. Автором на основе опыта преподавания выявлен ряд проблем у иностранных граждан, приехавших в Россию для обучения на подготовительном отделении вуза: слабое владение русским языком в целом, и математическим русским языком в частности; незнание математической лексики и терминологии; различие в уровнях базовой математической подготовки у обучающихся из разных стран; адаптационные трудности. В то же время проведённый опрос иностранных слушателей позволяет сделать вывод, что изучение математики вызывает у них меньше трудностей, чем изучение других специальных предметов (физика, химия, биология). Анализ уровня математической подготовки у иностранных студентов, обучающихся на подготовительном отделении академии, показал, что он достаточно высокий, выше среднего. The questions of pre-university training of foreign students on the example of training at the Yaroslavl State Agricultural Academy have been considered. A comparative analysis of the levels of mathematical training in national African schools, schools (universities) of the Middle East and Russian schools has been carried out. Based on the teaching experience the author revealed a number of problems for foreign residents come to Russia to study at the preparatory department of the university: poor knowledge of the Russian language in general and the mathematical Russian language in particular, lack of knowledge of mathematical vocabulary and terminology, differences in the levels of basic mathematical training among students from different countries, adaptation difficulties. At the same time a survey of foreign students allows us to conclude that the study of mathematics causes them less difficulty than the study of other special subjects (physics, chemistry, biology). An analysis of the level of mathematical training of foreign students studying at the preparatory department of the academy showed that it was quite high above average.

Differences in Using the Cognitive Abilities Test (CogAT) 7 Nonverbal Battery Versus the Naglieri Nonverbal Ability Test (NNAT) 2 to Identify the Gifted/Talented

2020 ◽  
Vol 64 (3) ◽  
pp. 171-191
Author(s):  
Carol A. Carman ◽  
Christine A. P. Walther ◽  
Robert A. Bartsch
Keyword(s):  
Cognitive Abilities ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Ability Test ◽  
Demographic Groups ◽  
Naglieri Nonverbal Ability Test ◽  
Gifted Programming ◽  
Cognitive Abilities Test ◽  
Nonverbal Ability ◽  
Cutoff Scores

The two most commonly used nonverbal tests for gifted identification, the Naglieri Nonverbal Ability Test (NNAT) and the Cognitive Abilities Test (CogAT) nonverbal battery, have not been compared in their newer versions to explore the effects of their use on the identification of underserved populations. Additionally, the effects of the use of various norming groups and cutoff scores on both instruments’ identification abilities has not been compared. This study compared 15,733 CogAT7 nonverbal battery scores and 14,421 NNAT2 scores of kindergartners between 2013 and 2015 from one large urban school district to explore the differences between how each test relates to major demographic variables and examine the effects on who is selected for participation in gifted programming based on which instrument, which norming group, and which cutoff scores are used. Both instruments were less likely to identify students from demographic groups that have been traditionally underrepresented than students from traditionally overrepresented demographic groups, but identification varied based on the type of norming plan used and which instrument was taken. Suggestions are made as to the best instrument for use with various demographic groups and norming plans.

The PDSA Overhaul

2017 ◽  
pp. 87-105
Author(s):  
Joy N. Stapleton ◽  
Kristen C. Cuthrell ◽  
Christina M. Tschida ◽  
Elizabeth A. Fogarty
Keyword(s):  
Teacher Preparation ◽  
Elementary Education ◽  
Student Teaching ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
Teacher Preparation Programs ◽  
Preparation Programs ◽  
Pdsa Cycle ◽  
Challenges And Opportunities

This chapter describes how faculty in a large, rural teacher preparation program adopted a model for change built upon the tenets of improvement science and the PDSA cycle. Using PDSA in teacher preparation allows programs to pilot the innovations and test refinements quickly. Data are collected and analyzed as the innovations are implemented so changes can be made on an ongoing basis and the innovations can become increasingly effective. A case study surrounding critical reform areas for teacher preparation will be described to show how elementary education faculty moved through multiple PDSA cycles while reforming teacher candidate support in the year-long student teaching experience. The considerations, challenges, and opportunities for using the PDSA cycle in teacher preparation programs will also be presented. This case study can serve as a model for other teacher preparation programs looking to use disciplined inquiry to drive program improvement.

Web-Based Simulations for the Training of Mathematics Teachers

2013 ◽  
pp. 308-340 ◽  
Author(s):  
Maria Meletiou-Mavrotheris ◽  
Katerina Mavrou
Keyword(s):  
Teacher Preparation ◽  
Student Teaching ◽  
Teaching Practice ◽  
Teaching Experience ◽  
Web Based ◽  
Learning Contexts ◽  
Virtual Field ◽  
Technological Developments ◽  
Digital Simulations

A crucial step in learning to fly an airplane is to use a simulator, where the risks are minimized or even eliminated, and similar problems and hazards can be replayed and reflected upon time after time. A key aspect of this case study is to exploit such techniques by adopting the latest technological developments in simulating teaching practice to give pre-service teachers more “teaching” experience than would otherwise be practical or possible in typical student teaching placements. The case study explores the affordances offered by digital simulations for contextualizing pre-service teachers’ learning of mathematics content and its pedagogy. Using the simulated classroom SimSchool as a virtual field experience, the authors seek to bridge the classic gap between teacher preparation and practice by creating reality-based learning contexts that strengthen pre-service teachers’ appreciation of how to implement standard-based mathematics instruction in complex classrooms.

A Social Justice Approach to Developing Equity and Diversity in Gifted Programming

2022 ◽  
pp. 103-119
Author(s):  
Dina Brulles ◽  
Jack A. Naglieri
Keyword(s):  
Social Justice ◽  
Gifted Education ◽  
Underserved Populations ◽  
Gifted Identification ◽  
Existing Structures ◽  
Gifted Programming ◽  
Inclusive Approach ◽  
Innovative Approaches

This chapter encourages educators to expand boundaries and build new, innovative approaches to increasing equity and diversity in gifted programming. Using a social justice approach to gifted programming, the authors describe methods for overcoming barriers that have historically, and continue, to suppress access to appropriate services for underserved populations in gifted education. This chapter provides an impetus for educators to reflect on ways to build upon and improve existing structures to adopt and adapt practices that embrace an inclusive approach to gifted identification and programming.

A Study of Some Results of an Educational Media Course within a Teacher Preparation Program

1976 ◽  
Vol 4 (3) ◽  
pp. 187-203
Author(s):  
William McCavitt
Keyword(s):  
Teacher Preparation ◽  
Science Teachers ◽  
Physical Science ◽  
Behavioral Science ◽  
Student Evaluation ◽  
Teaching Experience ◽  
Teacher Preparation Program ◽  
First Year ◽  
Instructional Media ◽  
Preparation Program

This study sought to examine one dimension of the on-the-job behavior of secondary public school teachers who have completed a teacher preparation program at Indiana University of Pennsylvania. More specifically, the study examined the on-the-job behaviors and attitudes of these teachers in the following terms: (1) use of instructional media in the classroom, (2) use of instructional media in making student assignments, (3) use of instructional media in conducting student evaluation, (4) years experience (first year or fifth year teacher), (5) teaching area (behavioral science or physical science). The data revealed that differences do exist between the secondary teachers in the behavioral sciences in their attitudes toward and use of instructional media in student assignments and evaluation with physical science teachers scoring higher. Study data also seem to indicate that, regardless of the number of years of teaching experience teachers have, attitudes and uses of instructional media differ very little. It should be pointed out, however, that the attitudes and behaviors toward the use of instructional media by first year teachers, as shown by their mean scores, were slightly higher than those with five years teaching experience.

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