Identification of Gifted Students: An Analysis of Criteria Preferred by Preservice Teachers, Classroom Teachers, and Teachers of the Gifted

1990 ◽  
Vol 13 (4) ◽  
pp. 346-363 ◽  
Author(s):  
Gina D. Schack ◽  
Alane J. Starko
Keyword(s):  
Preservice Teachers ◽  
Gifted Students ◽  
Classroom Teachers ◽  
Identification Of Gifted

Professional Development of Preservice Teachers: Teaching in the Super Saturday Program

2006 ◽  
Vol 29 (3) ◽  
pp. 339-361 ◽  
Author(s):  
Nancy J. Bangel ◽  
Donna Enersen ◽  
Brenda Capobianco ◽  
Sidney M. Moon
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Classroom Observations ◽  
Classroom Teachers ◽  
Diverse Population ◽  
Intervention Period ◽  
General Classroom ◽  
Level Of Understanding

General classroom teachers are being called upon to meet the needs of an increasingly diverse population of students. Although abundant research documents the specific needs of gifted students, too little is being done at the preservice teacher level to prepare our teachers to recognize and meet these needs (e.g., Feldhusen & Kolloff, 1986; VanTassel-Baska, 2003). This study examined the change in beliefs by one cohort of preservice teachers after participation in a gifted education course and practicum. Interviews with the participants following the intervention period were used to assess the participants' perceptions of the effect the course and practicum had on their understanding of gifted students' needs and their ability to meet those needs. Interview data were triangulated with classroom observations and lesson plans created by the participants for use during the practicum. Findings indicated the participants perceived an increase in their overall level of professional development, as well as an increase in their level of understanding of the characteristics and needs of gifted students.

Preparing Preservice Teachers via Teaching Methods Courses: A Literature Review

2021 ◽  
pp. 1-10
Author(s):  
Fei Wu ◽  
Ashley Phelps ◽  
Michael Hodges ◽  
Yiqiong Zhang ◽  
Xiaofen D. Keating ◽  
...  
Keyword(s):  
Preservice Teachers ◽  
Physical Education ◽  
Teaching Methods ◽  
Elementary Classroom ◽  
National Standards ◽  
Methods Course ◽  
Physical Education Teachers ◽  
Classroom Teachers ◽  
Methods Courses ◽  
Elementary Methods

Purpose: To review past research on teaching methods courses with preservice physical education teachers and preservice elementary classroom teachers. Method: This study was guided by the 2017 National Standards for Initial Physical Education Teacher Education. A thorough literature search was conducted using online databases, and a total of 28 articles were selected for review. Results: About two thirds of the reviewed studies were related to elementary methods courses, and 10.7% of the studies were quantitative. Perceptions and confidence in teaching physical education were the focus of studies for preservice elementary classroom teachers, while pedagogical knowledge development and restructuring was the primary emphasis for preservice physical education teachers via elementary methods course. Research on the secondary methods course yielded no salient themes. Conclusions: Research on the topic has been incongruent with the national standards. More experimental and quantitative studies are needed in the future.

Monitoring Programmed Inservice Preparation of Teachers for Rural Gifted Students

1981 ◽  
Vol 4 (3) ◽  
pp. 270-277
Author(s):  
Smith Goodrum ◽  
Vicki Irons
Keyword(s):  
North Carolina ◽  
Gifted Education ◽  
Teaching Styles ◽  
Gifted Students ◽  
Learning Activities ◽  
Classroom Teachers ◽  
School Teachers ◽  
Exceptional Children ◽  
Title Iv ◽  
Teachers And 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.

Identifying Gifted-Disadvantaged Students: Issues Pertinent to System-Level Screening Procedures for the Identification of Gifted Children

1984 ◽  
Vol 2 (2) ◽  
pp. 92-99 ◽  
Author(s):  
Philip Deschamp ◽  
Greg Robson
Keyword(s):  
Cultural Diversity ◽  
Gifted And Talented ◽  
Gifted Students ◽  
System Level ◽  
Disadvantaged Students ◽  
Gifted Children ◽  
Screening Procedures ◽  
Talented Students ◽  
Identification Of Gifted ◽  
Identification Procedures

At the beginning of 1980 a study was initiated to trial special provisions for gifted students from disadvantaged backgrounds. The stimulus for the study was a concern that schools in neighbourhoods with high cultural diversity and severe socioeconomic problems may have students who are very able but, because of cultural, social, language or other factors, their ability may not be recognized by their teachers and they might not be selected by the conventional methods of identifying gifted and talented students. An initial concern for the project was how to identify these children. At the beginning of the project several different ways of thinking about ‘gifted-disadvantaged’ students were considered and ways of identifying students within each concept were analysed. This paper describes four ways of conceptualizing ‘gifted-disadvantaged students’ and proposes identification procedures believed to be appropriate to each concept. Also considered are the implications of adopting these identification procedures as adjuncts to system-level screening procedures for the identification of gifted students.

Classroom Practices Used with Gifted Third and Fourth Grade Students

1993 ◽  
Vol 16 (2) ◽  
pp. 103-119 ◽  
Author(s):  
Francis X. Archambault ◽  
Karen L. Westberg ◽  
Scott W. Brown ◽  
Bryan W. Hallmark ◽  
Wanli Zhang ◽  
...  
Keyword(s):  
Public Schools ◽  
Gifted And Talented ◽  
Classroom Practices ◽  
Gifted Students ◽  
Fourth Grade ◽  
Classroom Teachers ◽  
Regular Classrooms ◽  
Fourth Grade Students ◽  
High Concentrations ◽  
Talented Students

The Classroom Practices Survey was conducted by The National Research Center on the Gifted and Talented (NRC/GT) to determine the extent to which gifted and talented students receive differentiated education in regular classrooms. Six samples of third and fourth grade teachers in public schools, private schools and schools with high concentrations of four types of ethnic minorities were randomly selected to participate in this research. The major finding of this study is that third and fourth grade classroom teachers make only minor modifications in the regular curriculum to meet the needs of gifted students. This result holds for all types of schools sampled. It also holds for classrooms in different parts of the country and for different types of communities. Implications of these findings for researchers and gifted education specialists are discussed.

scholarly journals Opinions of Pre-Service Classroom Teachers about Academic Controversy Method

2020 ◽  
Vol 11 (1) ◽  
pp. 55
Author(s):  
Aşkın Baydar
Keyword(s):  
Preservice Teachers ◽  
Self Control ◽  
Individual Development ◽  
Classroom Teachers ◽  
State University ◽  
Problem Solving Skills ◽  
Self Confidence ◽  
Class Environment ◽  
Academic Controversy ◽  
Directed Research

The aim of this study is to determine the opinions of pre-service classroom teachers about academic controversy, from the cooperative learning methods, implemented in social studies teaching course. Using the action research pattern from the qualitative research approaches, the study group for the research comprised 42 preservice teachers in third year attending the primary education department in a state university. Research data were collected from preservice teachers with an interview form asking open-ended questions Responses of preservice teachers to the questions included opinions about the positive and negative aspects of the academic controversy method; whether they would apply this method in future classes and why; and about the contribution of the method to social and individual development of students. Opinions of preservice teachers after implementing the method in the class environment were that the academic controversy method was fun and beneficial for peer teaching; increased in-class interaction, retention of knowledge and self-confidence; ensured effective participation in class, active learning and conflict management; provided democracy education, directed research, taught respect for differences, provided a multidimensional perspective, and reduced the need for authority; and that it developed self-control, self-expression, decision-making and problem-solving skills. Additionally, criticisms mentioned by preservice teachers included causing noise in the classroom, not being appropriate for all class levels, lessons or topics, being difficult to implement in crowded classrooms and that the duration was not sufficient for the implementation.

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