Abstract
During the year 2007, national education policy emphasizes the evaluation of students, teachers and schools based on students' test scores. While education professionals at all levels are charged with raising test scores, they are also expected to keep pace with current educational practices. The research presented in this article examines the results of a professional development program aimed at providing teachers with the most current knowledge of gifted learners and how to teach them. What is the influence of national accountability and high-stakes testing policies on professional development reform efforts? Can teachers enact best-practice teaching and learning strategies honoring the needs of gifted students within the reform movement directives?
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