This Article Free Full Text (Free PDF) Free References Alert me when this article is cited Alert me if a correction is posted Services Email this article to a friend Similar articles in this journal Similar articles in Web of Science Alert me to new issues of the journal Add to Saved Citations Download to citation manager Request Permissions Request Reprints Add to My Marked Citations Citing Articles Citing Articles via Google Scholar Citing Articles via Scopus Google Scholar Articles by McCoach, D. B. Articles by Siegle, D. Search for Related Content Social Bookmarking                         What's this?

What Predicts Teachers' Attitudes Toward the Gifted?

University of Connecticut, betsy.mccoach{at}uconn.edu

Del Siegle

The present study explores teachers' attitudes toward the gifted and gifted education. Specifically, the authors examine whether teachers tailor their responses about attitudes toward the gifted to fit the perceived interests of the researcher. In addition, the authors examine several potential predictors of attitudes toward the gifted: training or experience in gifted education, training or experience in special education, and self-perceptions as gifted. A total of 262 teachers participate in the study. The perceived epistemic interests of the researcher do not affect teachers' self-reported attitudes toward the gifted. Teachers who had received training in gifted education hold higher perceptions of themselves as gifted. However, teachers' self-perceptions as gifted are unrelated to their attitudes toward gifted education. Finally, special education teachers hold slightly lower attitudes toward the gifted. The authors discuss the implications of these results for the field of gifted education.

Key Words: attitudes • teacher training • response effect

Gifted Child Quarterly, Vol. 51, No. 3, 246-254 (2007)
DOI: 10.1177/0016986207302719


CiteULike    Complore    Connotea    Del.icio.us    Digg    Reddit    Technorati    Twitter    What's this?