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Perceptions of administrators and te...

Thirey, Patricia Sue.

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Perceptions of administrators and teachers regarding kindergarten giftedness.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Perceptions of administrators and teachers regarding kindergarten giftedness./
作者:	Thirey, Patricia Sue.
面頁冊數:	161 p.
附註:	Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .
Contained By:	Dissertation Abstracts International72-06A.
標題:	Education, Gifted. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3450530
ISBN:	9781124593258

Perceptions of administrators and teachers regarding kindergarten giftedness.
Thirey, Patricia Sue.

Perceptions of administrators and teachers regarding kindergarten giftedness. - 161 p.

Source: Dissertation Abstracts International, Volume: 72-06, Section: A, page: .

Thesis (Ed.D.)--Liberty University, 2011.

This study examined perceptions of administrators and kindergarten teachers regarding kindergarten giftedness. The study looked at whether administrators and teachers believe kindergarten students can be gifted; whether their schools and districts have policies in place to identify those students; and whether they are required to vary the curriculum for these students. All elementary-school administrators and kindergarten teachers in North Carolina were invited to participate in the study. The survey respondents consisted of 127 administrators and 260 kindergarten teachers. The data concluded that although 98% of respondents believe kindergarten students can be gifted, almost 70% of their schools and districts do not currently have a process in place to identify those students. The results also indicated that the majority of kindergarten teachers and administrators agreed that identification of giftedness in kindergarten is not detrimental to a student's future development. Further results showed no relationship between classroom practices of teachers required to alter the curriculum for students perceived as gifted and those who were not required to alter it. In addition, the research identified the practices of teachers who believe that kindergarten students can be gifted. The resulting implications and recommendations are also included.

ISBN: 9781124593258Subjects--Topical Terms:

1673432
Education, Gifted.

Perceptions of administrators and teachers regarding kindergarten giftedness.
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500 $a Adviser: Mark Angle.
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520 $a This study examined perceptions of administrators and kindergarten teachers regarding kindergarten giftedness. The study looked at whether administrators and teachers believe kindergarten students can be gifted; whether their schools and districts have policies in place to identify those students; and whether they are required to vary the curriculum for these students. All elementary-school administrators and kindergarten teachers in North Carolina were invited to participate in the study. The survey respondents consisted of 127 administrators and 260 kindergarten teachers. The data concluded that although 98% of respondents believe kindergarten students can be gifted, almost 70% of their schools and districts do not currently have a process in place to identify those students. The results also indicated that the majority of kindergarten teachers and administrators agreed that identification of giftedness in kindergarten is not detrimental to a student's future development. Further results showed no relationship between classroom practices of teachers required to alter the curriculum for students perceived as gifted and those who were not required to alter it. In addition, the research identified the practices of teachers who believe that kindergarten students can be gifted. The resulting implications and recommendations are also included.
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