Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and the United States

Abstract

This study investigated culture-dependent attitudes and predictors of these attitudes of teachers (147–Finland, 214–Hong Kong, 160–United States) toward gifted education. Preservice, regular classroom, and gifted education teachers completed the attitude scale toward gifted education developed by Gagné and Nadeau (1985). A new method was introduced as an alternative approach in prediction. Finally, the results of this study were compared to an earlier study using more traditional quantitative methods (Tallent-Runnels, Tirri, & Adams, 2000). Results revealed 5 major predictors of attitudes for the 3 countries. These were whether or not they believed (a) they had gifted children in their school, (b) all children are gifted, (c) gifted children should spend their spare time helping others progress, (d) parents have the major responsibility for helping gifted children develop then talents, and (e) the best way to meet the needs of gifted children is in special classes.