The Influence of Professional Development in Gifted Education on the Frequency of Instructional Practices

Autor/inn/en	Peters, Scott J.; Jolly, Jennifer L.
Titel	The Influence of Professional Development in Gifted Education on the Frequency of Instructional Practices
Quelle	In: Australian Educational Researcher, 45 (2018) 4, S.473-491 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Peters, Scott J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-018-0260-4
Schlagwörter	Academically Gifted; Faculty Development; Teacher Competencies; Teaching Methods; Program Effectiveness + Suchen Sie Ihr Suchwort? Lehrkunst; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Gifted education teacher training, licensure, certification, and degrees are ubiquitous in the Australia and abroad, and yet whether or not such training results in changes to classroom instructional practices remains unknown. The purpose of this study was to better understand the relationship between professional development in gifted education and the practices used by educators in the classroom. Two hundred and seventy-nine respondents who had completed one of three levels of teacher professional development completed the Classroom Practice Survey (Revised). The preregistered prediction for this study, that higher levels of professional development would result in higher levels of self-reported teacher practices, was not supported by the data, thereby drawing attention to the need for more research in this area and potential revisions to gifted education teacher professional development opportunities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01