Abstract
This study investigates the effects of state testing programs on the instructional practices of elementary teachers and the effects of such practices on their gifted students’ attitudes toward school and motivation. Results obtained from a national survey of elementary teachers, representing a variety of metropolitan areas and school poverty levels, as well as qualitative case studies from teachers in three states suggest that the perceptions teachers have of standards, tests, and students shape their classroom actions. These findings indicate that teachers are not likely to engage in effective classroom practices but instead engage in one‐size‐fits‐all practices. Implications of these perceptions on professional development and talent development are discussed.
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