Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students

Autor/inn/en	Speirs Neumeister, Kristie L.; Adams, Cheryll M.; Pierce, Rebecca L.; Cassady, Jerrell C.; Dixon, Felicia A.
Titel	Fourth-Grade Teachers' Perceptions of Giftedness: Implications for Identifying and Serving Diverse Gifted Students
Quelle	In: Journal for the Education of the Gifted, 30 (2007) 4, S.479-499 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Economically Disadvantaged; Minority Group Children; Family Problems; Urban Schools; Academically Gifted; Ability Identification; Grade 4; Elementary School Teachers; Teacher Attitudes; Disadvantaged Youth; Cultural Influences; Environmental Influences; Behavior Problems; Student Characteristics + Suchen Sie Ihr Suchwort? Familienkrise; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Benachteiligter Jugendlicher; Cultural influence; Kultureinfluss; Environmental influence; Umwelteinfluss
Abstract	The present study sought to examine the perceptions of giftedness and identification procedures held by experienced teachers of gifted minority students. Twenty-seven 4th-grade teachers of gifted students in an urban school system with a high representation of minority and economically disadvantaged students were surveyed. Results indicated that experienced teachers still held a narrow conception of giftedness and were not aware of how culture and environmental factors may influence the expression of giftedness in minority and economically disadvantaged students. Findings also indicated that these teachers expressed concerns for approximately one third of their students qualifying for the gifted program. These concerns were based primarily on students having a skill deficit in one area, poor work habits, or behavioral or family problems. Teachers were less likely to notice gifted characteristics in these students compared to other identified students, even though both groups were identified in the same way. Implications for teaching gifted minority and economically disadvantaged students are discussed. (Contains 3 tables and 1 endnote.) (Author).
Anmerkungen	Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info@prufrock.com; Web site: http://www.prufrock.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10