ERIC Number: ED420952
Record Type: RIE
Publication Date: 1998-Apr
Messages from the Field: American Teachers of the Gifted Talk Back to the Research Community.
Campbell, James Reed; Verna, Marilyn Ann
This report discusses the outcomes of a study that conducted site visits to 49 elementary schools and 37 secondary schools to investigated teachers' perceptions of the day-by-day operations of their talented and gifted programs. During the site visits, interviews were conducted with teachers, administrators, and students participating in gifted and talented programs. Some of the findings include: (1) teachers developed their own definitions of giftedness; (2) teachers' conceptions of characteristics of gifted students are closely related to their definitions of giftedness; (3) teachers embraced competitions in gifted programs and concluded that their students prosper with them; (4) most teachers believed that their gifted students are well-rounded; however, many mentioned that a small percentage of gifted students have social problems; and (5) teachers' reported a wide range of differences between boys and girls in nonacademic areas. Axioms for teaching the gifted were derived from the study and include: know your stuff, learn with your students, have expanding demands, and grow as a teacher. The study also found that many of the schools failed to evaluate their gifted programs in any way and that most of the schools performed only superficial evaluations. (Contains 11 tables and 26 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (San Diego, CA, April 13-17, 1998).