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The Effect of Professional Developme...

Phelan, Keri.

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The Effect of Professional Development on Teacher Confidence in the Identification and Servicing of Gifted Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Professional Development on Teacher Confidence in the Identification and Servicing of Gifted Students./
Author:	Phelan, Keri.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	196 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30813087
ISBN:	9798380872935

The Effect of Professional Development on Teacher Confidence in the Identification and Servicing of Gifted Students.
Phelan, Keri.

The Effect of Professional Development on Teacher Confidence in the Identification and Servicing of Gifted Students. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 196 p.

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ed.D.)--Holy Family University, 2023.

This item must not be sold to any third party vendors.

In 2014, the national average for students identified as gifted was 6.8%, but in Pennsylvania, the average number of students identified as gifted was only 3.4%. Despite already being behind in average identification, a suburban district outside of Philadelphia continued to see numbers of gifted students decline (almost by 50% since 2015). Since 2014, teachers in the district had not received professional development even though it is mandated by the state as per Chapter 16 law. Because of this, the researcher hypothesized that the decrease in numbers of identified gifted students may relate to the lack of professional development for teachers and a lack of confidence in teachers' abilities to identify and provide services to gifted students. In this study, the researcher surveyed teachers at six elementary schools, planned and provided professional development for those teachers, and surveyed teachers after the professional development to see if they expressed increased confidence in their abilities to identify and provide instruction to gifted students. Results indicated that after professional development, teachers had increased confidence in their abilities to identify gifted students, and they were able to provide more specific examples of gifted identification and teaching best practices. The researcher determined that teachers would need further professional development regarding specific school district policies related to gifted identification. Future research should include the effect of teacher induction and college programs on teacher confidence in identifying and working with gifted students.{A0}

ISBN: 9798380872935Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Gifted programs

The Effect of Professional Development on Teacher Confidence in the Identification and Servicing of Gifted Students.
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520 $a In 2014, the national average for students identified as gifted was 6.8%, but in Pennsylvania, the average number of students identified as gifted was only 3.4%. Despite already being behind in average identification, a suburban district outside of Philadelphia continued to see numbers of gifted students decline (almost by 50% since 2015). Since 2014, teachers in the district had not received professional development even though it is mandated by the state as per Chapter 16 law. Because of this, the researcher hypothesized that the decrease in numbers of identified gifted students may relate to the lack of professional development for teachers and a lack of confidence in teachers' abilities to identify and provide services to gifted students. In this study, the researcher surveyed teachers at six elementary schools, planned and provided professional development for those teachers, and surveyed teachers after the professional development to see if they expressed increased confidence in their abilities to identify and provide instruction to gifted students. Results indicated that after professional development, teachers had increased confidence in their abilities to identify gifted students, and they were able to provide more specific examples of gifted identification and teaching best practices. The researcher determined that teachers would need further professional development regarding specific school district policies related to gifted identification. Future research should include the effect of teacher induction and college programs on teacher confidence in identifying and working with gifted students.{A0}
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