A Study of the Perceptions of Pre-Service and In-Service Educators on Best Practices for Gifted Students

Autor/in	Nowikowski, Stacie Hoffer
Titel	A Study of the Perceptions of Pre-Service and In-Service Educators on Best Practices for Gifted Students
Quelle	(2011), (233 Seiten) PDF als Volltext Verfügbarkeit D.Ed. Dissertation, Indiana University of Pennsylvania
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-1909-5
Schlagwörter	Hochschulschrift; Dissertation; Academically Gifted; Preservice Teachers; Special Education Teachers; Best Practices; Talent Identification; Inservice Teacher Education; Preservice Teacher Education; School Districts; Professional Development; Teacher Attitudes; Misconceptions; Qualitative Research; Focus Groups; Interviews; Electronic Mail; Documentation; Teacher Certification + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Begabtenanalyse; Talentsuche; Lehrerfortbildung; Lehramtsstudiengang; Lehrerausbildung; School district; Schulbezirk; Lehrerverhalten; Missverständnis; Qualitative Forschung; Interviewing; Interviewtechnik; Elektronischer Briefkasten; Dokumentation
Abstract	A significant issue in gifted education is the possible need for mandatory pre-service programs or certifications for educators who work with students who are gifted and talented. It was the primary purpose of this dissertation study to examine the perceptions of three groups of participants (pre-service educators, in-service educators in regular classroom environments, and in-service educators in classrooms for gifted students) to discern if misconceptions exist among the groups about the best practices for identifying and educating students who are gifted. Qualitative methodology was used to collect data via focus group interviews, email interviews, and document analysis. Data were analyzed for emerging trends and common themes in participants' perceptions of best practices for identifying and educating students who are gifted. The results of this study yielded several recommendations, including: (1) the need for more cohesive philosophies of gifted education and in-service training programs at the district level, (2) better defined gifted certification and/or pre-service teacher education program elements for gifted education, and (3) assistance for school districts from gifted education professional organizations or universities with strong backgrounds in gifted education programming to provide quality gifted professional development. The results support further research regarding pre-service education components and best practices in the education of students who are gifted. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10