Abstract
This thesis examined Indonesian secondary school teachers’ conceptions of giftedness and their approaches to develop a gifted education program. Then the study investigated Indonesian secondary school teachers' conceptions of the nature, assessment, and characteristics of giftedness, and their educational approaches to develop students’ giftedness. Subsequently, an analysis was conducted to examine the teachers’ conceptions of giftedness towards their decisions on their development of services for gifted students and instructional strategies in the classroom. The results of the study provide knowledge and understanding of how giftedness is understood and accommodated within the Indonesian educational context.
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