Throughout this course I have worked very hard to completemy knowledge of qualitative research. I completed each of the assigned readings as well as read various articles for my proposal which helped clarify my conceptual framework. Not only did I learn how to carefully collect qualitative data, I also learned how to analyze it and use it. Given my assignments and participation in class and in the online Wimba sessions, I believe my work is worthy of an “A.”
The state of Georgia identifies gifted students as“a student who demonstrates a high degree ofintellectual and/or creative ability(ies), exhibitsan exceptionally high degree ofmotivation, and/or excels in specific academicfields, and who needs special instruction and/orspecial ancillary services to achieve at levelscommensurate with his or her abilities” (“GiftedEducation”, 2010).
Many schools are doing away with non-requiredtestingGifted nomination relies upon teachersMany teachers nominate on stereotypical giftedcharacteristics but miss many othersPrior research suggests teacher preparationplays a role in knowledge of giftedcharacteristics
To determine what teacher perceptions ofgifted students areTo determine how likely a teacher is to identifynon-stereotypical gifted characteristicsTo determine what role teacher education playsin knowledge of gifted characteristics
Teacher preparation and student nominationfindings Starko (2008) reports that in many teacher preparation courses of study, pre-service teachers receive minimal information on teaching TAG students or the characteristics and needs of TAG students. Miller (2009) found that in-service teachers with a moderate to proficient level of training in gifted education have a higher identification of stereotypical gifted characteristics but a low level of identification of non-standard gifted behaviors. Miller (2009) also found that teacher’s own cultural and ethnic biases and beliefs about gifted education greatly influenced their perceptions of giftedness despite the level of training they had received, which ultimately affects the number of culturally diverse students who are nominated for gifted services. Often times students who exhibit teacher-pleasing traits are nominated more often than truly gifted students (Schroth and Helfer, 2008).
The Autonomous Learner Model The Autonomous Learner Model not only provides a model of teaching that meets the diversified needs of all students, it provides a comprehensive checklist and six profiles of gifted behavior which serves to encompass all facets of giftedness (Betts, 1999).
Implications for a lack of teacher knowledge ofgifted characteristics Gifted students are not being identified and are not receiving the services they need.
Conceptual Framework for my study: Lack of teacher training in giftedcharacteristics leads to teachers being unable toidentify gifted behaviors on the Betts’ (1999)Autonomous Learner Model Checklist whichcorrelates to not being able to identify giftedbehaviors in their students.
The research questions I will explore are as follows:1. What are teachers’ perceptions of giftedness?2. What experiences have shaped these perceptions?
Data will be collected through 2interviews, fieldwork observations, and theAutonomous Learner ChecklistSite- A middle school in South GeorgiaAccess- I teach in the schoolParticipants- 10 teachers from my school withvarying education backgrounds
Procedures- Interview Fieldwork Checklist Second InterviewTime Frame- 6 - month time period during oneschool year
Data Analysis- Constant-comparative analysis Triangulation Extreme cases
Research Questions Selection Decisions Data collection Methods Kinds of AnalysesWhat are teachers’ Middle school teachers in my Data will be collected through Constant Comparativeperceptions of giftedness? school who have varying formal and informal interviews of Analysis of Interviews backgrounds such as: the participants as well as o Memos Different college classroom observations, and using o Coding Gifted certification the Autonomous Learner Model o Themes Were labeled gifted as checklist Respondent Validation children Triangulation Have gifted children Rich Data Have no relationship to the Discrepant Evidence label “gifted”What experiences have shaped Varying backgrounds and Data will be collected through Constant Comparativethese perceptions? preparation will help to explain formal and informal interviews of Analysis of Interviews the teachers’ perceptions of the participants o Memos giftedness o Coding o Themes Respondent Validation Triangulation Rich Data Discrepant Evidence
Researcher biasThe variety of methods Rich data Triangulation of data Triangulation of the backgrounds of the participants Discrepant cases Participant validation
Interview of one veteran middle school teacherLabeled gifted as a studentReceived no formal training on gifted studentsPositive perceptions of giftedness based on beinggifted herself and having gifted students
As the process of identifying gifted students growsever more dependent upon teacher recommendation, itis very important to understand what perceptionsteachers hold of gifted students and what experienceshave shaped those perceptions. This study hopes todiscover what, if any, misperceptions are common inorder to determine if professional development on giftedcharacteristics is needed. This study is necessary so thatthis special population of students receive the servicesthey need.
Baska, J. V., Feng, A. X., & Evans, B. L. (2007). Patterns of identification and performance among gifted students identified through performance tasks: A three-year analysis. Gifted Child Quarterly, 51(218), doi: 10.1177/0016986207302717Betts, G. T., & Kercher, J. K. (1999). Autonomous learner model: Optimizing ability. Greeley, CO: ALPS Publishing.Brown, S. W., Renzulli, J. S., Gubbins, E. J., Siegle, D., Zhang, W., & Chen, C. H. (2005). Assumptions underlying the identification of gifted and talented students. Gifted Child Qarterly, 49(68), doi: 10.1177/001698620504900107Georgia Department of Education, Curriculm, Instruction, and Assessment. (2010). Gifted education. Retrieved from website: http://www.doe.k12.ga.us/ci_iap_gifted.aspxMiller, E. M. (2009, The effect of training in gifted education on elementary classroom teachers theory-based reasoning about the concept of giftedness. Journal for the Education of the Gifted, 33(1), 65-105,145. Retrieved from http://search.proquest.com/docview/222274339?accountid=14800Siegle, D., Moore, M., Mann, R. L., & Wilson, H. E. (2010, Factors that influence in-service and preservice teachers nominations of students for gifted and talented programs. Journal for the Education of the Gifted, 33(3), 337-360,438-440. Retrieved from http://search.proquest.com/docview/222271222?accountid=14800Schroth, S. T., & Helfer, J. A. (2008, Identifying gifted students: Educator beliefs regarding various policies, processes, and procedures. Journal for the Education of the Gifted, 32(2), 155-179,275-277. Retrieved from http://search.proquest.com/docview/222340831?accountid=14800Starko, A. J. (2008). Teacher preparation. In J. Plucker & C. Callahan (Eds.), Critical issues and practices in gifted education: What the research says (pp. 681-694). Waco, TX: Prufrock Press.
Assigned readingsArticles for my conceptual frameworkCollect and analyze qualitative dataAssignmentsParticipation