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ERIC Number: ED358589
Record Type: Non-Journal
Publication Date: 1992
Pages: 19
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Gifted Children's, Teachers', and Parents' Perceptions of Influential Factors on Gifted Development.
Shaughnessy, Michael F.; And Others
Results from two studies are offered in this examination of differing perceptions of influential factors on gifted children's development. The first study surveyed parents, teachers, and gifted children in two southwestern states regarding their perception of the factors that have contributed to "giftedness." A 6-point Likert scale was constructed and administered to 28 parents, 9 teachers, and 59 students. Students had an I.Q. of 130 or above. Early stimulation, being read to at an early age, the influence of mother, nutrition, and reading were seen as important by teachers and parents, but not by the children. Students felt that "God" was the most influential factor, with effort and motivation being a very close second and third. Teachers were seen as more important by children than by parents or teachers. In the second study (a survey of 31 educators of gifted students in Oxford, England), attitudes and behavioral concerns were addressed. British professionals felt that the following five variables were most important: early stimulation, motivation, preschool education, mother, and student's own interests. Interventions such as tutors and mentors were not seen as being highly influential in either of the studies. Implications for assessment, evaluation, and teaching are outlined, and areas of needed research are noted. (Contains 22 references.) (JDD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England)