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ERIC Number: EJ959387
Record Type: Journal
Publication Date: 2011
Pages: 14
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-1533-2276
Teachers' Perceptions of the Socioemotional Development of Intellectually Gifted Primary Aged Students and Their Attitudes towards Ability Grouping and Acceleration
Gallagher, Selena; Smith, Susen R.; Merrotsy, Peter
Gifted and Talented International, v26 n1-2 p11-24 2011
This qualitative multi-site case study sought to examine the current educational provisions in place for intellectually gifted primary school students in Queensland and to consider how the beliefs and attitudes of primary school stakeholders were reflected in the production of their school gifted education policies. Attitudes and perceptions of principals and teachers at four Queensland primary schools are reported in this article. The major findings indicated that while reported attitudes towards acceleration and ability grouping were fairly positive overall, educators are still concerned about the possible adverse effects of grade-skipping on students' social and emotional development, and the connotations of elitism associated with full-time models of ability grouping. However, teachers' knowledge and awareness of the affective characteristics of gifted students did not appear to influence their attitudes or beliefs regarding acceleration and ability grouping. (Contains 2 figures.)
World Council for Gifted and Talented Children. Western Kentucky University, Gary A. Ransdell Hall, 1906 College Heights Boulevard #11030. Tel: 270-745-4123; Fax: 270-745-6279; e-mail: headquarters@world-gifted.org; Web site: https://world-gifted.org
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia