scholarly journals Classroom Teachers: It Matters What They Know About Gifted Education Matters

2019 ◽  
Vol 7 (12) ◽  
pp. 196-201
Author(s):  
Dr. Julie Lamb-Milligan
Keyword(s):  
Staff Development ◽  
Gifted Education ◽  
Regular Classroom ◽  
Learning Needs ◽  
Classroom Teachers ◽  
Review Of Literature ◽  
Positive Effects ◽  
Training And Support

Classroom teachers are one of the most important stakeholders in the ultimate success of programs for the gifted. These teachers are responsible for recognizing potential giftedness and nominating those students for services. In most instances, they are responsible for assisting specialists with planning and making modifications in the regular classroom to accommodate the learning needs of the gifted. This paper addresses concerns regarding the lack of classroom teachers’ knowledge of giftedness when there is a lack of training and support offered to them. It also addresses many positive effects and results from classroom teachers’ involvement in staff development which heightens their awareness of giftedness. A review of literature and interviews with classroom teachers are used to heighten awareness among specialists in gifted education and emphasize their responsibility toward assisting other educators in matters related to gifted education.

The Application of Enrichment Clusters to Teachers' Classroom Practices

1998 ◽  
Vol 21 (3) ◽  
pp. 310-334 ◽  
Author(s):  
Sally M. Reis ◽  
Marcia Gentry ◽  
Lori R. Maxfield
Keyword(s):  
Elementary Schools ◽  
Gifted Education ◽  
Classroom Practices ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Urban Elementary Schools ◽  
Shared Interest ◽  
Regular Classrooms ◽  
Problem Solving Strategies ◽  
The Impact

This study investigated the impact of providing one type of gifted education pedagogy, enrichment clusters, to the entire population of two urban elementary schools. Enrichment clusters provided a regularly scheduled weekly time for students to work with adult facilitators to complete a product or provide service in a shared interest area. Teaching practices of classroom teachers who participated as cluster facilitators were affected both in the enrichment clusters and in regular classrooms. Challenging content was integrated into 95% of the clusters through teaching specific authentic methodologies, advanced-thinking and problem-solving strategies. Approximately 60% of the teachers who facilitated clusters transferred some of the strategies used in clusters into their regular classroom practices.

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.

Developing Leadership Talent in Adolescents and Emerging Adults: A Systematic Review

2021 ◽  
pp. 001698622110075
Author(s):  
Melanie S. Meyer ◽  
Anne N. Rinn
Keyword(s):  
Systematic Review ◽  
Emerging Adults ◽  
Gifted Education ◽  
Talent Development ◽  
State Standards ◽  
Database Search ◽  
Future Research ◽  
Review Of Literature ◽  
Leadership Programs ◽  
Service Models

Leadership talent development has been identified as a priority in national and state standards for gifted education. However, leadership programs in schools are not always supported by mandates or funding in individual states and implementation is not always feasible within the constraints of local gifted service models. Although some research has been devoted to leadership for gifted and high-ability adolescents and emerging adults, a limited number of studies on the identification, measurement, and development of leadership talent have been conducted. This systematic review of literature examined existing research on leadership talent development for adolescents and emerging adults. A database search identified 38 quantitative, qualitative, and mixed methods studies that were screened, summarized, and synthesized for discussion. The review highlighted research contexts, definitions of leadership, and themes that captured the recommendations researchers made across studies. Implications for developing leadership talent and suggestions for future research are discussed.

The Integration of Technology in the Curriculum

1988 ◽  
Vol 9 (2) ◽  
pp. 109-119 ◽  
Author(s):  
Marion V. Panyan ◽  
Jeffrey Hummel ◽  
Lewis B. Jackson
Keyword(s):  
Self Management ◽  
Classroom Teachers ◽  
Instructional Activities ◽  
Integration Of Technology ◽  
Five Elements ◽  
Research Plan ◽  
Research Questions ◽  
Training And Support ◽  
Elementary School Learners ◽  
Future Project

This article describes a 3-year research project to develop an applications model to successfully integrate technology in the instruction of elementary school learners with mild and moderate handicaps. The model is based on decision theory and focuses specifically on the decisions of in-school agents (i.e., students, regular classroom teachers, instructional support personnel, and administrators). Decisions of these agents are considered with respect to four decision areas ( i.e., identification of content, instructional methods and arrangements, organization of instruction, and outcome assessment). Twenty research questions have been identified and clustered into five elements that represent the beginnings of an applications model. These five elements are: (1) software reference to the curriculum and IEP objectives, (2) integrated instructional activities, (3) collaborative planning, (4) student self-management, and (5) teacher training and support. Finally, this article provides a framework for understanding future project efforts as well as an orientation to the theoretical underpinnings of the research plan.

Mainstreaming: An Examination of the Attitudes and Needs of Regular Classroom Teachers

1979 ◽  
Vol 2 (3) ◽  
pp. 58-62 ◽  
Author(s):  
Floyd Hudson ◽  
Steve Graham ◽  
Michael Warner
Keyword(s):  
Support Services ◽  
Training Needs ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Exceptional Children ◽  
Regular Class ◽  
Secondary Purpose ◽  
Educational Degree ◽  
Teachers Attitudes ◽  
And Training

A questionnaire was administered to elementary-school regular class teachers to determine their attitudes and needs in regard to mainstreaming the exceptional child. The questionnaire was designed to elicit teachers' attitudes and their perceptions of time, materials, skills, support services, and training needs in relation to teaching mainstreamed exceptional children in their classroom. The secondary purpose of the study was to determine whether locale, educational degree, or teaching level affect those perceptions. Results indicated that teachers evidenced unfavorable attitudes towards mainstreaming. They believed that they did not have the time, support services, or training necessary to teach exceptional children in their classroom effectively. It was speculated that with additional training, teachers would have the necessary skills to competently participate in a mainstreaming program. Locale, educational degree, and teaching level did not differentially affect teachers' attitudes and needs.

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.

Action Research and Practical Inquiry: Multicultural Content Integration in Gifted Education: Lessons from the Field

2002 ◽  
Vol 25 (3) ◽  
pp. 269-289 ◽  
Author(s):  
Margie K. Kitano ◽  
Katie S. Pedersen
Keyword(s):  
Action Research ◽  
Staff Development ◽  
Secondary Teachers ◽  
Gifted Education ◽  
Gifted Students ◽  
Gifted Children ◽  
Content Integration

This article describes the attempt of 2 staff-development practitioners to understand—through practical inquiry—elementary and secondary teachers' multicultural goals and implementation experiences with gifted students in a diverse district. An informal survey of teachers participating in an in-service course on gifted education suggested that many of these teachers had goals and experiences related to multicultural curricula for gifted children. Through the survey, teachers also identified obstacles they encountered in implementing multicultural activities and benefits they perceived. Teachers' stories describing their practice were gathered through observations, written reports, and videotapes. Findings offer several implications for guiding teachers' implementation of content related to diversity.

Ecological Disturbance: A Test of the Matching Hypothesis

1980 ◽  
Vol 5 (3) ◽  
pp. 169-174 ◽  
Author(s):  
Thomas J. Curran ◽  
Bob Algozzine
Keyword(s):  
Emotional Disturbance ◽  
Ecological Theory ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Ecological Disturbance ◽  
Ecological Theories ◽  
Potential Benefits ◽  
Matching Hypothesis ◽  
Critical Components ◽  
Different Levels

Ecological theories of emotional disturbance emphasize the interactions between the child's unique characteristics and reactions of others to those features as critical components in defining disturbance. In this study, regular classroom teachers with different levels of tolerance for immature behaviors were asked to rate a hypothetical child thought to exhibit immature or defiant behaviors. An analyses of of the teachers' ratings of the child's likelihood of success in a regular classroom suggested that tolerance was influential in the teachers' decisions regarding the child. The implications of the results are discussed with regard to assumptions underlying ecological theory, and as support for the potential benefits of ecological matching of teachers and children.1

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