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Influences on Teacher Perceptions of Gifted Characteristics.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Influences on Teacher Perceptions of Gifted Characteristics./
Author:	Jinks, Audrey.
Description:	1 online resource (123 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Gifted education. -
Online resource:	click for full text (PQDT)
ISBN:	9798379562144

Influences on Teacher Perceptions of Gifted Characteristics.
Jinks, Audrey.

Influences on Teacher Perceptions of Gifted Characteristics. - 1 online resource (123 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ed.D.)--University of West Georgia, 2023.

Includes bibliographical references

This study examined the relationships between teacher experience and perceptions of gifted characteristics. Teachers are the primary source of student referrals for gifted placement and service; therefore, understanding the relationships between teacher perceptions and their work experience is important to understand possible barriers to gifted identification. This study identified the impact of years of teaching experience, professional training to serve gifted students, and employment setting on perceptions of gifted characteristics. Participants included 576 general education teachers serving grades kindergarten through fifth in U.S. public schools. Participants completed a survey that measured perceptions of gifted characteristics across domains outlined by Gagne's Differentiated Model of Giftedness and Talent. Data analysis determined the relationship between teacher experience and perceptions of giftedness with a small positive statistically significant correlation between increased years of teaching and perceptions of giftedness. Additionally, a small positive correlation was found between professional training in gifted education and teacher perceptions of giftedness. Finally, analysis determined that perceptions of giftedness were statistically significantly different for teachers working in Title I and non-Title I schools.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379562144Subjects--Topical Terms:

1179909
Gifted education.
Subjects--Index Terms:

Early identificationIndex Terms--Genre/Form:

554714
Electronic books.

Influences on Teacher Perceptions of Gifted Characteristics.
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502 $a Thesis (Ed.D.)--University of West Georgia, 2023.
504 $a Includes bibliographical references
520 $a This study examined the relationships between teacher experience and perceptions of gifted characteristics. Teachers are the primary source of student referrals for gifted placement and service; therefore, understanding the relationships between teacher perceptions and their work experience is important to understand possible barriers to gifted identification. This study identified the impact of years of teaching experience, professional training to serve gifted students, and employment setting on perceptions of gifted characteristics. Participants included 576 general education teachers serving grades kindergarten through fifth in U.S. public schools. Participants completed a survey that measured perceptions of gifted characteristics across domains outlined by Gagne's Differentiated Model of Giftedness and Talent. Data analysis determined the relationship between teacher experience and perceptions of giftedness with a small positive statistically significant correlation between increased years of teaching and perceptions of giftedness. Additionally, a small positive correlation was found between professional training in gifted education and teacher perceptions of giftedness. Finally, analysis determined that perceptions of giftedness were statistically significantly different for teachers working in Title I and non-Title I schools.
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538 $a Mode of access: World Wide Web
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