Monitoring Programmed Inservice Preparation of Teachers for Rural Gifted Students
North Carolina legislation mandating services for the gifted as exceptional children has heightened the need for inservice preparation of regular classroom teachers. Inservice preparation for rural school teachers is complicated by a scarcity of resource personnel and a lack of continuity and reinforcement of inservice activities. E.S.E.A. Title IV-C Project G.A.I.T. (Gifted Are Important Too) has demonstrated a program design for rural schools which includes a pre- and postassessment of teaching styles with the CAQ (Class Activities Questionnaire), program instruction of both teachers and students in the use of Bloom's Taxonomy with S.O.A.R. (Stages for Opportunities to Academic Realization), and reinforced monthly by teacher demonstrations of related learning activities. The active participation of the teachers in the inservice activity seemed to enhance their effectiveness as resource personnel for gifted education in their respective schools.