ERIC Number: ED442213
Record Type: RIE
Publication Date: 2000-Apr
Achievement Goal Orientation: Instructional Practices and Teacher Perceptions of Gifted and/or Academically Talented Students.
Baldwin, Chris A.; Coleman, Christy L.
This study explored how some aspects of achievement goals theory can be integrated into the education of gifted and/or academically talented students. Specifically, the study addressed whether teachers of gifted students utilized task-focused instructional practices more often than performance-focused instructional practices, whether teachers of gifted students perceived differential achievement goal pursuit between high achieving and low achieving gifted students, and whether teachers of gifted students perceived within-group differences in goal pursuit for both high achieving and low achieving gifted students. Forty-nine teachers of gifted elementary students completed the "Approaches to Teaching and Learning" scale from the Patterns of Adaptive Learning Survey and a modified version of the "Personal Goals Orientation" student scale. Results indicated that teachers of gifted students reported significantly more use of task-focused instruction compared to performance-focused instruction. Teachers perceived high achieving gifted students to pursue task and performance-approach goals significantly more often than low achieving gifted students. High achieving gifted students were also perceived to pursue task and performance-approach achievement goals significantly more often compared to their pursuit of performance-avoidance goals. No relative difference in achievement goal pursuit was perceived for low achieving gifted students. (Contains 41 references.) (Author/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 (New Orleans, LA, April 24-28, 2000).