Practitioners’ Conceptions of Academic Talent and Giftedness: Essential Factors in Deciding Classroom and School Composition

2009 ◽  
Vol 20 (3) ◽  
pp. 384-403 ◽  
Author(s):  
Stephen T. Schroth ◽  
Jason A. Helfer
Keyword(s):  
Gifted Education ◽  
School Administrators ◽  
Gifted Students ◽  
National Study ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Composition ◽  
Perceptions And Attitudes ◽  
Public School Educators ◽  
Regular Classroom Teachers

Experts have developed varying, and sometimes conflicting, conceptions of academic talent and giftedness. Classroom and school composition often are tied to these conceptions of academic talent and giftedness, and magnet and charter schools select certain students who best “fit” their particular conception of giftedness. Educators’ perceptions and attitudes regarding academic talent and giftedness thus impact what services are delivered to which students. Little is known about educators’ beliefs regarding conceptions of academic talent and giftedness. The current national study surveyed 900 public school educators, including regular classroom teachers, administrators, and gifted education specialists, regarding their definitions of academic talent and giftedness. The educators believed that all traditional and popular conceptions of academic talent and giftedness were valid, but they were less likely to support definitions involving talents in less-traditional areas. Educators accepted some of the more recently conceived, and more inclusive, conceptions of academic talent or giftedness. Such results are potentially valuable to school administrators, gifted education specialists, and regular classroom teachers who work with academically talented and gifted students, as well as to those who are concerned with the factors influencing school or classroom composition.

Rx: Teacher TO Teacher

G/C/T ◽  
1986 ◽  
Vol 9 (2) ◽  
pp. 8-10
Keyword(s):  
Gifted Students ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Fair Share ◽  
Pull Out ◽  
Pull Out Programs ◽  
Negative Feelings ◽  
Time And Energy ◽  
Regular Classroom Teachers

Last week one of the teachers sent this note down to my room. “Are you doing anything with the g/c/t kids fifth period? Can I keep them?” I analyzed this note as one more knock against the pull-out program from a teacher who recently had made no secret of her negative feelings toward the g/c/t program. And, unfortunately, she's not the only one in the school who feels this way. Sometimes I feel I invest more time and energy negotiating with the sending teachers than I do teaching my students. What can I do to ease the tension and turn things around in my building? Gather any group of g/c/t teachers together, eavesdrop on their conversation, and chances are the troubled relationship between g/c/t and regular classroom teachers will be discussed. We've all heard stories of g/c/t students being punished for missing classwork during time spent in pull-out programs. Name-calling is not uncommon, either. One sending teacher dismissed g/c/t students with a sarcastic send off. “Okay, wifty gifties, it's time for you to go get gifted.” Students may be dismissed late or not at all. In addition, the g/c/t teacher often receives her fair share of snide comments, remarks that broadcast anger, resentment, and even confusion over exactly what goes on in the g/c/t program.

Perceptions of Classroom Teachers, Principals, and Resource Room Teachers of the Actual and Desired Roles of the Resource Teacher

1981 ◽  
Vol 14 (10) ◽  
pp. 600-603 ◽  
Author(s):  
Susan Evans
Keyword(s):  
Teacher Participation ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Resource Room ◽  
Resource Teachers ◽  
Resource Teacher ◽  
Principals Perceptions ◽  
Time Resource ◽  
Regular Classroom Teachers

This study investigated whether the perceptions of resource room teachers, regular classroom teachers, and principals differ in what they think the role of the resource teacher should be and what they know it actually is. The responses indicate considerable agreement among educator groups in their estimations of the percentage of time actually and ideally allotted to eight role activities, with support for more time in communication and consultation roles and less time in clerical and miscellaneous tasks. Principals perceptions of the percentage of time resource room teachers spend in actual roles were in considerable agreement with the responses of the resource teachers. Although this was not true for the estimates of the classroom teachers, this group was the most supportive of increased resource room teacher participation in communication and consultation activities.

Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations

1997 ◽  
Vol 9 (1) ◽  
pp. 15-20 ◽  
Author(s):  
John F. Feldhusen ◽  
David Yun Dai
Keyword(s):  
Peer Relations ◽  
Gifted Education ◽  
Gifted Students ◽  
Educational Opportunities ◽  
Gifted Children ◽  
Summer Program ◽  
Social Growth ◽  
Perceptions And Attitudes ◽  
Special Programs ◽  
Students Attitudes

This study examined gifted students' perceptions and attitudes related to the “gifted” label and educational opportunities available to them. A questionnaire was administered to 305 students, ages 9–17, enrolled in a summer program for gifted children, Factor analysis of their responses yielded four factors: Acceptance of the Gifted Label, Perception of Ability as Incremental, Preference for Challenging Educational Opportunities, and Perceived Social Links to “Nongifted” Peers. A major finding was that gifted students hold a predominantly incremental view of their abilities. Results are discussed in terms of implications for students' academic and personal-social growth as well as a talent orientation for gifted education.

Classroom Support Questionnaire for Learning in Regular Classroom Teachers

2015 ◽  
Author(s):  
Yan Wang ◽  
Guanglun Michael Mu ◽  
Zhiqing Wang ◽  
Meng Deng ◽  
Li Cheng ◽  
...  
Keyword(s):  
Regular Classroom ◽  
Classroom Teachers ◽  
Regular Classroom Teachers

Efficacy of scholar’s prevention programs according to the preventive agent: professors versus experts / Eficacia de los programas de prevención escolar en función del agente preventivo: profesores vs expertos

2010 ◽  
Vol 10 (2) ◽  
Author(s):  
Mónica Gázquez Pertusa ◽  
José A. García del Castillo ◽  
José P. Espada Sánchez
Keyword(s):  
Daily Practice ◽  
Prevention Programs ◽  
Drug Prevention ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
School Based ◽  
Wide Range ◽  
Moderating Role ◽  
Regular Classroom Teachers

A lo largo de la literatura científica, se observa que los estudios que evalúan la eficacia de los programas escolares de prevención del abuso de sustancias han empleado una amplia gama de agentes de intervención. Sin embargo, en España, los programas escolares en la práctica cotidiana, en su gran mayoría, son aplicados únicamente por el profesorado de los centros escolares. A este respecto algunas investigaciones sugieren que la variable tipo de aplicador afecta a la eficacia de los programas escolares de prevención del consumo de drogas. En este artículo se presenta una revisión de estudios que comparan los resultados obtenidos en los programas escolares cuando son aplicados por los profesores habituales del aula frente a otros agentes externos al centro. Tomados en conjunto, los resultados de los estudios revisados son contradictorios y, por tanto, la evidencia no es concluyente. No obstante, se destaca el papel moderador de la variable tipo de monitor sobre los efectos de los programas. Por último, se recomienda conducir estudios que evalúen las características específicas o competencias que ha de poseer un monitor eficaz y cómo el entrenamiento puede contribuir a su adquisición o mejora. AbstractThroughout the scientific literature shows that studies evaluating the effectiveness of school-based substance abuse prevention programs have used a wide range of intervention agents. Nevertheless, in Spain, the school-based programs in daily practice, the vast majority, are applied only by regular classroom teachers of schools. In this regard, some research suggests that the variable type of applicator affects the effectiveness of school-based programs for drug prevention. This article presents a review of studies comparing the results obtained in the school-based programs when applied by regular classroom teachers to other external contributors. Taken together, the results of the reviewed studies are contradictory and, therefore, the evidence is not conclusive. However, it highlights the moderating role of the variabletype of monitor on the effects of programs. Finally, it is recommended to lead studies to evaluate the specific characteristics or skills that must have an effective monitor as the training can contribute to its acquisition or improvement.

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.

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