ERIC Number: EJ1122876
Record Type: Journal
Publication Date: 2017-Jan
Abstractor: As Provided
STEM High Schools Teachers' Belief Regarding STEM Student Giftedness
Tofel-Grehl, Colby; Callahan, Carolyn M.
Gifted Child Quarterly, v61 n1 p40-51 Jan 2017
Teachers' beliefs about students influence many of the decisions they make in the classroom. While much work has been done exploring teachers' beliefs as they relate to the nomination of students for gifted programs, little work has yet explored the ways in which teachers' beliefs about student giftedness possibly affect instructional decisions. In this article, within the context of specialized STEM schools, the beliefs of teachers as related to their students' giftedness and ability are explored. Findings indicated that teachers believe their students to be gifted regardless of designation. Teachers articulated beliefs around the type of learning opportunities gifted students need as well as the amount of work required to stimulate these students. Specifically, teachers stated that gifted students flourish under heavy workloads with intense amounts of independent and inquiry-based learning. Students were also queried to determine their own perceptions of these instructional practices on their learning and daily lives.
Descriptors: STEM Education, High School Students, Secondary School Teachers, Teacher Attitudes, Academically Gifted, Student Needs, Student Attitudes, Teaching Methods, Observation, Focus Groups, Documentation, Beliefs
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Publication Type: Journal Articles; Reports - Research
Education Level: High Schools; Secondary Education
Authoring Institution: N/A
Grant or Contract Numbers: N/A