Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

2007 ◽  
Vol 30 (4) ◽  
pp. 479-499 ◽  
Author(s):  
Kristie L. Speirs Neumeister ◽  
Cheryll M. Adams ◽  
Rebecca L. Pierce ◽  
Jerrell C. Cassady ◽  
Felicia A. Dixon
Keyword(s):  
Gifted Students ◽  
Fourth Grade ◽  
Teachers Perceptions

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.

CLASSROOM ACTIVITIES FOR ABLE STUDENTS: In Third and Fourth Grades

1981 ◽  
Vol 28 (6) ◽  
pp. 49-57
Author(s):  
Linda Schulman
Keyword(s):  
Problem Solving ◽  
Cognitive Processes ◽  
Mathematics Curriculum ◽  
Gifted Students ◽  
Fourth Grade ◽  
Major Goal ◽  
Classroom Activities ◽  
Fourth Grade Students ◽  
Basic Content

A major goal of the mathematics curriculum for third- and fourth-grade students is the development of numeration and computation skills. These skills are frequently maintained through routine drill. Most gifted students have a strong dislike for drill, preferring activities that require the use of higher cognitive processes. One way of providing for these students is to present them with problems related to the basic content that also enhance their problem-solving abilities.

A Neglected Practice in Iran: EFL Teachers’ Differentiation for Gifted Students in Rural Schools

2020 ◽  
Vol 43 (3) ◽  
pp. 270-290
Author(s):  
Mohammad Sajedifard ◽  
Narminolsadat Shahgoli
Keyword(s):  
Middle School ◽  
Qualitative Study ◽  
Foreign Language ◽  
Rural Schools ◽  
Gifted Students ◽  
Data Sources ◽  
Teachers Perceptions ◽  
Differentiating Instruction ◽  
Efl Teachers ◽  
Middle School English

This qualitative study delved into 15 Iranian middle school English as a Foreign Language (EFL) teachers’ perceptions, practices, and challenges of differentiation for gifted students. To this end, a set of data sources including interviews, observation notes, and documents were used. Results of interview transcriptions exhibited that the rural EFL teachers primarily held negative or indifferent views of differentiating instruction for gifted students, and that their actual differentiation practices for gifted students left far more to be desired. In addition, a host of barriers to differentiation practices were cited by the teachers, including time, energy, and class size as the most impactful.

Open-Ended Activities and Their Role in Maintaining Challenge

1997 ◽  
Vol 21 (1) ◽  
pp. 54-81 ◽  
Author(s):  
Nancy B. Hertzog
Keyword(s):  
Qualitative Study ◽  
Differentiated Instruction ◽  
Gifted And Talented ◽  
Gifted Students ◽  
Fourth Grade ◽  
Third Grade ◽  
Grade Classroom

This paper examines the use of open-ended activities as a strategy for providing differentiated instruction and challenge for identified gifted students. In a qualitative study of open-ended activities in one third-grade and one fourth-grade classroom, findings revealed that the use of open-ended activities perpetuated patterns of consistency and comfort in learning of students who were gifted and talented. Teachers implemented differentiation according to their own ideas. The responses of five children are presented to demonstrate the patterns of consistency found in the pursuit of open-ended activities. The instructional implications for designing open-ended activities that maximize opportunities to challenge students are then presented.

Comparing Ability and Achievement in Three Academic Areas for Upper Elementary Gifted Students

1985 ◽  
Vol 8 (2) ◽  
pp. 149-154 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes ◽  
Billye B. Currie
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Classroom Strategies ◽  
Intellectually Gifted ◽  
Elementary Gifted ◽  
Males And Females ◽  
Achievement Levels

Discrepancies between ability and achievement were calculated for reading, spelling, and arithmetic for 64 intellectually gifted students in grades 4–6. Means were plotted for males and females. While no statistically significant differences were found between groups, females scored closer to their expected achievement levels than males, except at the fourth grade level in reading. The data are presented graphically and are discussed relative to classroom strategies.

Teachers’ metaphors and views about gifted students and their education

2021 ◽  
pp. 026142942198892
Author(s):  
Gülendam Akgül
Keyword(s):  
Gifted Education ◽  
Critical Role ◽  
Gifted Students ◽  
Educational Strategies ◽  
General Will ◽  
Teachers Perceptions ◽  
The Social ◽  
Teachers Training ◽  
Practical Implications

Gifted students differ from their peers in many areas, and require additional effort and skills from their teachers in regular schools. Teachers in regular education play a critical role in the identification of gifted students and education. Therefore, considering their attitudes toward these students and gifted education in general will provide a deeper understanding of teachers’ needs regarding the quality of gifted education. The present study aims to examine teachers’ perceptions about gifted students through the use of metaphors and attitudes toward gifted education. Qualitative data were collected from 136 teachers utilizing two open-ended questions. Teachers used metaphors based on three categories: gifted education, the social value and various characteristics related to giftedness. The results were discussed in terms of practical implications, teachers’ training needs, educational strategies for gifted students and challenges endemic to the identification process in Turkey.

scholarly journals Teachers’ Perceptions of Differentiation and the Struggle for Consistent Implementation

2021 ◽  
Vol 04 (01) ◽  
Author(s):  
Felicia D. Fordyce ◽  
Keyword(s):  
Elementary Schools ◽  
Differentiated Instruction ◽  
Best Practice ◽  
Lesson Plan ◽  
Fourth Grade ◽  
Analysis Data ◽  
Inclusive Classroom ◽  
Teachers Perceptions ◽  
Teacher Understanding ◽  
Knowledge Implementation

A problem at three elementary schools in an Appalachian state was that some or all instructors were struggling to implement differentiated instruction in the classroom. Because differentiation is a research-based best practice, teachers should be consistently using this strategy to meet the varying needs found within the inclusive classroom. The purpose of this qualitative case study was to investigate perceptions of third- and fourth-grade teachers on their knowledge, implementation, and selfassessment of using differentiated instruction in classrooms in three elementary schools in one Appalachian state. The two research questions that guided this study asked how third- and fourth-grade teachers used differentiation to support all students and what perceived opportunities and struggles these teachers believed affected their ability to implement this strategy. Nine out of the 14 third- and fourth-grade inclusive teachers who volunteered were asked to participate in semistructured phone interviews and lesson plan analysis. Data were hand coded and analyzed using a spreadsheet to look for reoccurring categories and themes. Six themes emerged within the collected qualitative data to include ability grouping, technology, planning for differentiated instruction, professional supports, lack of training, and instructional support. With the findings, specific professional development was created to help the teacher more consistently use differentiation in the classroom. This study has positive social change implications because it might lead to a stronger administrator and teacher understanding of the perceived uses of differentiation as well as the perceived opportunities and struggles to fully implement the strategy.

General Education Teachers’ Perceptions of the Real Engagement in Active Problem Solving (REAPS) Model

2021 ◽  
Vol 30 (2) ◽  
Author(s):  
I-Chen Wu ◽  
◽  
Randy Pease ◽  
June Maker ◽  
◽  
...  
Keyword(s):  
Problem Solving ◽  
General Education ◽  
Gifted Students ◽  
General Education Teachers ◽  
Teacher Involvement ◽  
Extensive Experience ◽  
The Real ◽  
Teachers Perceptions ◽  
Core Theme ◽  
The Core

The purpose of this study was to explore general education teachers’ perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) Creating Meaningful Learning-Teaching Experiences, (b) Bridging the Knowing-Doing Gap, and (c) Increasing Learning Effectiveness. Each category included three to four identified subcategories to describe a specific phenomenon from teachers’ responses. Discussion included the core theme and its relationships with the categories and sub-categories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.

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