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Elementary school educators' assumptions on the identification of students who are gifted and talented

Date

2008

Journal Title

Journal ISSN

Volume Title

Publisher

ORCID

Type

Degree Level

Masters

Abstract

The purpose of this study was to investigate the assumptions held by Saskatchewan educators in the identification of students who are gifted and talented. Elementary school educators from Kindergarten to grade 8 were approached to participate in this study, and were asked to complete a 20-item survey that examined educators’ assumptions relating to the identification of students who are gifted and talented (Brown, Renzulli, Gubbins, Siegle, Zhang, & Chen, 2005). Findings suggest that there are differences in assumptions relating to the identification of students who are gifted and talented not only between educators of various grades, but also between those educators in different classroom environments (i.e., dedicated, multiple, or no classroom). Educators’ roles in the classroom include engaging students in authentic assessment procedures, which take into account students’ day-to-day learning and progress.

Description

Keywords

authentic assessment, educator assumptions, gifted and talented, identification

Citation

Degree

Master of Education (M.Ed.)

Department

Educational Psychology and Special Education

Program

Educational Psychology and Special Education

Advisor

Citation

Part Of

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DOI

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