Teacher Perceptions as an Entry Point for Talent Spotting and Development

Autor/inn/en	Swanson, Julie D.; Brock, Laura; Van Sickle, Meta; Gutshall, C. Anne; Curby, Timothy W.
Titel	Teacher Perceptions as an Entry Point for Talent Spotting and Development
Quelle	In: Journal for the Education of the Gifted, 45 (2022) 3, S.238-270 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Swanson, Julie D.) ORCID (Curby, Timothy W.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532221105311
Schlagwörter	Teacher Attitudes; Intervention; Faculty Development; Academic Standards; Difficulty Level; Talent Identification; Talent Development; Teaching Methods; Culturally Relevant Education; Teacher Effectiveness; Low Income Students; Prediction; Knowledge Base for Teaching; Neurosciences; Cultural Awareness; Preschool Teachers; Elementary School Teachers; Teacher Characteristics; Classroom Environment; Self Efficacy; Correlation; Classroom Assessment Scoring System + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schwierigkeitsgrad; Begabtenanalyse; Talentsuche; Begabtenförderung; Talentförderung; Teaching method; Lehrmethode; Unterrichtsmethode; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Vorhersage; Teaching theory; Theory of teaching; Unterrichtstheorie; Neuroscience; Neurowissenschaften; Neurowissenschaft; Cultural identity; Kulturelle Identität; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Klassenklima; Unterrichtsklima; Self-efficacy; Selbstwirksamkeit; Korrelation
Abstract	Researchers investigated the impact of a professional learning intervention focused on teaching teachers to increase rigor, challenge, and engagement to reveal talent in low-income learners. The professional learning intervention's goal, to improve teachers' ability to recognize student ability and talent through use of proven high-level curricular and instructional strategies, focused teacher learning on culturally responsive teaching, fundamental principles of learning, and specific curriculum. Researchers hypothesized teacher perceptions of students' abilities would shift from a deficit view to a strengths-based one. Results indicated that teacher beliefs were positively impacted after one year and that those impacts leveled off over time. Specifically, teachers' perceptions of student potential and the importance of talent development improved. Engagement in professional learning predicted positive change in classroom support, organization, and instruction. Finally, the professional learning intervention positively impacted teacher efficacy related to engaging, instructing, and managing learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01