Publication Date

5-2024

Advisor(s) - Committee Chair

Janet Tassell, Lester Archer, Martha Day

Degree Program

School of Teacher Education

Degree Type

Specialist Project

Abstract

Middle school students who fall under the gifted and talented category are often perceived as being “self-sustaining, easy to handle” students. Research into the nature of gifted and talented students over the last 40+ years has proven otherwise, demonstrating a wide range of social and emotional issues as well as the need for advanced academic challenges. However, middle school teachers have shown mixed opinions about the specific needs of gifted and talented students, oftentimes seeing GT students at the middle school level to be less student and more “student helper”. This study was conducted to determine the current trends and perceptions in teachers’ thinking on the matter of GT students. The DATA Questionnaire was distributed to hundreds of middle school teachers and GT Coordinators in the region to determine the current perception of gifted students with multiple respondents (N = 62). Questions range from teachers’ views on the academic rigor and flexibility of GT students, social relationships of middle school GT students, and even the development of students’ sense of self. The results demonstrated a gap in agreement between those with less teaching experience than those with more teaching experience. Further research into this topic could include replication studies separated by teaching experience level and separate studies for those who regularly work with the gifted and those who do not.

Disciplines

Education | Elementary Education | Gifted Education | Junior High, Intermediate, Middle School Education and Teaching | Teacher Education and Professional Development

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