Minnesota Gifted Education Master's Program: Evaluation Report, 1978.

Autor/in	House, Peggy A.
Institution	Minnesota State Dept. of Education, St. Paul.
Titel	Minnesota Gifted Education Master's Program: Evaluation Report, 1978.
Quelle	(1978), (79 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Academically Gifted; Achievement Gains; Curriculum Evaluation; Elementary Secondary Education; Graduate Study; Higher Education; Masters Programs; Participant Satisfaction; Practicums; Special Education Teachers; State Programs; Stereotypes; Student Characteristics; Talent; Teacher Attitudes; Teacher Education Curriculum; Work Attitudes; Minnesota; Adjective Check List + Suchen Sie Ihr Suchwort? Achievement gain; Leistungssteigerung; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Magister course; Magisterstudiengang; Practicum; Praktikum; Praktika; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Regierungsprogramm; Klischee; Begabung; Hochbegabung; Lehrerverhalten; Work attitude; Arbeitshaltung
Abstract	The Minnesota Gifted Education Master's Program (MGEMP) was designed to provide practicum experience, leadership training for program implementation, and teaching techniques for achieving and underachieving gifted students. To evaluate the second summer of this four-year program, the twenty-five participants were administered two cognitive tests and two attitude tests on the first and last days of the program. The first test measured knowledge of psychological theory, research, teaching strategy, and educational needs. The second posed three hypothetical situations and requested participants to suggest alternative solutions. Post program scores showed significant gains for both tests. A third test measured attitude toward gifted education programs in general and in participants' own schools, as well as personal teaching preferences. Finally, participants described typical gifted children and gifted students with whom they had personal contact using the complete Adjective Check List. Favorable adjectives describing superior intellectual ability and unfavorable descriptors such as argumentative and opinionated dominated teachers' sterotypes of the gifted. A followup on former MGEMP participants indicated the program was successful in increasing their leadership role. Results for this second year evaluation generally reinforce and replicate those of the previous summer. Course and practicum outlines are appended. (CP)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC