Teacher perceptions of giftedness ppt
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Teacher Perceptions of Giftedness
By Monica Dyess
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A Note on the Label “Gifted”
The state of Georgia identifies gifted students as “a student who demonstrates a high degree of intellectual and/or creative ability(ies), exhibits an exceptionally high degree of motivation, and/or excels in specific academic fields, and who needs special instruction and/or special ancillary services to achieve at levels commensurate with his or her abilities” (“Gifted Education”, 2010).
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Introduction
Many schools are doing away with non-required testingGifted nomination relies upon teachersMany teachers nominate on stereotypical gifted characteristics but miss many othersPrior research suggests teacher preparation plays a role in knowledge of gifted characteristics
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Goals
To determine what teacher perceptions of gifted students are
To determine how likely a teacher is to identify non-stereotypical gifted characteristics
To determine what role teacher education plays in knowledge of gifted characteristics
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Conceptual Framework
Teacher preparation and student nomination findings
Starko (2008) reports that in many teacher preparation courses of study, pre-service teachers receive minimal information on teaching TAG students or the characteristics and needs of TAG students. Miller (2009) found that in-service teachers with a moderate to proficient level of training in gifted education have a higher identification of stereotypical gifted characteristics but a low level of identification of non-standard gifted behaviors. Miller (2009) also found that teacher’s own cultural and ethnic biases and beliefs about gifted education greatly influenced their perceptions of giftedness despite the level of training they had received, which ultimately affects the number of culturally diverse students who are nominated for gifted services. Often times students who exhibit teacher-pleasing traits are nominated more often than truly gifted students (Schroth and Helfer, 2008).
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Conceptual Framework Cont.
The Autonomous Learner ModelThe Autonomous Learner Model not only provides a model of teaching that meets the diversified needs of all students, it provides a comprehensive checklist and six profiles of gifted behavior which serves to encompass all facets of giftedness (Betts, 1999).
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Conceptual Framework Cont.
Implications for a lack of teacher knowledge of gifted characteristics
Gifted students are not being identified and are not receiving the services they need.
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Conceptual Framework Cont.
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Conceptual Framework Cont.
Conceptual Framework for my study:
Lack of teacher training in gifted characteristics leads to teachers being unable to identify gifted behaviors on the Betts’ (1999) Autonomous Learner Model Checklist which correlates to not being able to identify gifted behaviors in their students.
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Research Questions
The research questions I will explore are as follows:
1. What are teachers’ perceptions of giftedness?2. What experiences have shaped these
perceptions?
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Methodology
Data will be collected through 2 interviews, fieldwork observations, and the Autonomous Learner Checklist
Site- A middle school in South Georgia
Access- I teach in the school
Participants- 10 teachers from my school with varying education backgrounds
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Methodology Cont.
Procedures- InterviewFieldworkChecklistSecond Interview
Time Frame- 6 - month time period during one school year
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Methodology Cont.
Data Analysis-Constant-comparative analysisTriangulation Extreme cases
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Methods MatrixResearch Questions Selection Decisions Data collection Methods Kinds of Analyses
What are teachers’perceptions of giftedness?
Middle school teachers in my school who have varying backgrounds such as: Different college Gifted certification Were labeled gifted as
children Have gifted children Have no relationship to the
label “gifted”
Data will be collected through formal and informal interviews of the participants as well as classroom observations, and using the Autonomous Learner Model checklist
Constant Comparative Analysis of Interviewso Memoso Coding o Themes
Respondent Validation Triangulation Rich Data Discrepant Evidence
What experiences have shaped these perceptions?
Varying backgrounds and preparation will help to explain the teachers’ perceptions of giftedness
Data will be collected through formal and informal interviews of the participants
Constant Comparative Analysis of Interviewso Memoso Coding o Themes
Respondent Validation Triangulation Rich Data Discrepant Evidence
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Validity
Researcher biasThe variety of methods
Rich dataTriangulation of dataTriangulation of the backgrounds of the participantsDiscrepant casesParticipant validation
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Preliminary Results
Interview of one veteran middle school teacherLabeled gifted as a studentReceived no formal training on gifted studentsPositive perceptions of giftedness based on being gifted herself and having gifted students
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Conclusion
As the process of identifying gifted students grows ever more dependent upon teacher recommendation, it is very important to understand what perceptions teachers hold of gifted students and what experiences have shaped those perceptions. This study hopes to discover what, if any, misperceptions are common in order to determine if professional development on gifted characteristics is needed. This study is necessary so that this special population of students receive the services they need.
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References
Baska, J. V., Feng, A. X., & Evans, B. L. (2007). Patterns of identification and performance among gifted students identified through performance tasks: A three-year analysis. Gifted Child Quarterly, 51(218), doi: 10.1177/0016986207302717
Betts, G. T., & Kercher, J. K. (1999). Autonomous learner model: Optimizing ability. Greeley, CO: ALPS Publishing.
Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Qarterly, 49(68), doi: 10.1177/001698620504900107
Georgia Department of Education, Curriculm, Instruction, and Assessment. (2010). Gifted education. Retrieved from website:
http://www.doe.k12.ga.us/ci_iap_gifted.aspx
Miller, E. M. (2009, The effect of training in gifted education on elementary classroom teachers theory-based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65-105,145. Retrieved from http://search.proquest.com/docview/222274339?accountid=14800
Siegle, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010, Factors that influence in-service and preservice teachers nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33(3), 337-360,438-440. Retrieved from http://search.proquest.com/docview/222271222?accountid=14800
Schroth, S. T., & Helfer, J. A. (2008, Identifying gifted students: Educator beliefs regarding various policies, processes, and procedures. Journal for the Education of the Gifted, 32(2), 155-179,275-277. Retrieved from http://search.proquest.com/docview/222340831?accountid=14800
Starko, A. J. (2008). Teacher preparation. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 681-694). Waco, TX: Prufrock Press.
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Why I believe I deserve an “A”
Assigned readingsArticles for my conceptual frameworkCollect and analyze qualitative dataAssignmentsParticipation