scholarly journals Professional Development and Perceptual Changes in Gifted Education by Regular Classroom Teachers

2014 ◽  
Vol 24 (5) ◽  
pp. 781-806
Author(s):  
Miran Chun ◽  
Mooyul Huh
Keyword(s):  
Professional Development ◽  
Gifted Education ◽  
Regular Classroom ◽  
Classroom Teachers ◽  
Perceptual Changes ◽  
Regular Classroom Teachers

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.

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.

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.

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.

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.

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