Abstract
Recent research suggests that highly able students who are integrated in traditional classrooms need teachers who possess specific characteristics. The knowledge of such characteristics provides an important understanding when studying the implementation of gified education in a setting such as Sweden which does not recognize giftedness as a reason for special provision. The present study explored differences between characteristics identified by Terrell, Kress, and Croft (1988) as discriminating successful teachers of the gifted from less successful teachers and a sample of Swedish teachers in the Swedish comprehensive school system (N = 232). A translated and adapted version of the Teacher Perceiver Inventory (TPI) served as basis for the comparison. Results showed that characteristics deemed particularly significant for successful American teachers of gified children were ranked relatively low in terms of importance by Swedish teachers.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
