Changing Teacher Attitudes to Gifted Students through Inservice Training

Abstract

This paper reports on the effectiveness of an intensive program of professional development in changing teachers’ attitudes toward gifted students and gifted education. Opposition to ability grouping and acceleration declined significantly over the course of the training program, and participants reported enhanced feelings of confidence and empowerment both as teachers of gifted students and as advocates for the rights of the gifted. The paper describes aspects of the training program which proved particularly powerful in effecting positive attitudinal change.