رسالة جامعية
Teachers' Perceptions regarding Gifted and Talented Early Childhood Students (Three to Eight Years of Age)
| العنوان: | Teachers' Perceptions regarding Gifted and Talented Early Childhood Students (Three to Eight Years of Age) |
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| اللغة: | English |
| المؤلفون: | Jeong, Hea Won Grace |
| المصدر: | ProQuest LLC. 2010Ph.D. Dissertation, Saint Louis University. |
| الإتاحة: | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Peer Reviewed: | N |
| وصف مادي: | |
| Page Count: | 173 |
| تاريخ النشر: | 2010 |
| نوع الوثيقة: | Dissertations/Theses - Doctoral Dissertations |
| Education Level: | Early Childhood Education Elementary Education |
| Descriptors: | Test Bias, Academically Gifted, Family Involvement, Young Children, Cooperative Learning, Heterogeneous Grouping, Teaching Experience, Professional Development, Misconceptions, Teaching Methods, Teacher Attitudes, Early Childhood Education, Surveys, Teacher Education, Special Education |
| ردمك: | 978-1-124-19834-7 |
| مستخلص: | This study explored teachers' prominent perceptions, misconceptions and significant differences among these misconceptions regarding giftedness in early childhood students, ages 3 to 8 through a survey. Teachers were asked 25 questions about the topics of giftedness and gifted young children. A total of 119 teachers completed the survey. First, regarding the findings on teachers' prominent perceptions, the findings indicated that most teachers accurately understood these perceptions: (1) the need for differentiation, (2) advanced verbal skills, (3) standard test bias related to students from diverse backgrounds, (4) family participation in identification and (5) language issues related to teachers' nomination for limited-English proficient (LEP) students. They also accurately understood that gifted students experience frustration, and have problems with motivation. Secondly, regarding the findings on teachers' prominent misconceptions, teachers held uncertain knowledge on these issues: (1) the effectiveness of cooperative learning in heterogeneous groups, (2) a negative effect of academic acceleration, (3) no need for special services, (4) cooperative play style and (5) creative tests for artistically gifted students. Finally, concerning significant differences among teachers' uncertain knowledge or misconceptions, the ANOVA data indicated that family and personal giftedness, educational level, and training in gifted education were significant. However, the types of certifications, years of teaching experience and grade level of teaching were not significant. The post-hoc-Scheffe test indicated that full (or ongoing) training in gifted education was significant. Recommendations emphasized the importance of ongoing professional development in gifted education to dispel their uncertain knowledge, and understand the theory and research based practices. Also, professional development should be provided through collaborative efforts with multiple levels of support in order that educators are encouraged to transfer their accurate perceptions into classroom practices with more attention to diversity among learners. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] |
| Abstractor: | As Provided |
| Entry Date: | 2011 |
| URL الوصول: | http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3419721 |
| رقم الأكسشن: | ED524235 |
| قاعدة البيانات: | ERIC |
| ردمك: | 978-1-124-19834-7 |
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