A Gifted Education Inservice Program for Regular Classroom Teachers.

Autor/in	Lethbridge, Diane L.
Titel	A Gifted Education Inservice Program for Regular Classroom Teachers.
Quelle	(1986), (106 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Hochschulschrift; Praktikumsbericht; Elementary Education; Elementary School Teachers; Gifted; Identification; Individual Characteristics; Inservice Teacher Education; Learning Activities; Newsletters; Postsecondary Education; Program Descriptions; Teacher Attitudes; Teaching Methods; Workshops + Suchen Sie Ihr Suchwort? Elementarunterricht; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Begabter, Hoch Begabter; Identifikation; Identifizierung; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Lehrerfortbildung; Lernaktivität; Post-secondary education; Tertiäre Bildung; Lehrerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Lernwerkstatt; Schulung
Abstract	A teacher of gifted children implemented a 10-week practicum intervention designed to improve regular classroom teachers' knowledge, attitudes, and skills concerning the education of gifted elementary school students. The intervention was designed to enable participants to identify characteristics and needs of gifted children, develop positive attitudes toward education of the gifted, and plan and use appropriate methods and materials in classrooms with gifted students. Three multi-media workshops formed the core of the training program. Five newsletters maintained communication, recapitulated main ideas of workshops, presented new information, and provided details about learning activities. Supplementary assignments consisted of readings, collection of data on a gifted child, writing evaluations, development of a creative hands-on activity, and use of techniques that addressed gifted students' self-concept and underachievement. In the fourth week of the practicum, regular classroom teachers observed and evaluated a lesson for gifted students. Evaluation data and classroom observation indicated that teachers improved their knowledge of the gifted and attitudes about gifted education. Teachers did not regularly use skills in differentiating the curriculum in their classrooms. Thirty appendices provide related materials including parent and student survey instruments. (RH)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01