Teachers' attitudes towards gifted programs and provisions: An Australian study of primary and secondary school teachers

Abstract

No accessFULL TEXTAustralasian Journal of Gifted EducationOther Journal Article01 June 2019Teachers' attitudes towards gifted programs and provisions: An Australian study of primary and secondary school teachers Authors: Claire Mullen; Jae Yup Jung Authors: Claire Mullen Education Officer in Gifted Education in Sydney, Australia Google Scholar More articles by this author ; Jae Yup Jung Associate Professor in School of Education and GERRIC, University of New South Wales, Australia Google Scholar More articles by this author SectionsAboutView PDFExport CitationsAdd to FavouriteAdd to FavouriteCreate a New ListNameCancelCreate ToolsTrack CitationsCreate Clip ShareFacebookTwitterLinkedIn COPY LINK Abstract An exploration was made in this study of the factors that affect teachers' attitudes towards gifted programs and provisions. For this purpose, survey data obtained from 182 Australian primary and secondary school teachers on a modified version of the Survey of Attitudes Towards Gifted Students and Gifted Education (Jung, 2014) were analysed using exploratory factor analysis and multiple regression analysis. A major finding of the study was that perceived knowledge of giftedness was a positive predictor of support for gifted programs/provisions, and a negative predictor of perceptions that gifted programs are elitist. Moreover, primary teachers were found to be more supportive of gifted programs than secondary school teachers. Interestingly, and in contrast with previous research, teachers who reported having substantial contact with gifted people were found to be less supportive of gifted programs and provisions than teachers with a low level of contact. The findings of the study may have significant implications for educators and policymakers seeking to improve teachers' attitudes toward gifted programs and provisions. Full Text DOI Previous article Next article RelatedDetails View PUBLICATION DETAILSJournal:Australasian Journal of Gifted EducationISSN:1323-9686Page Range:24-35First Page:24Last Page:35Source:Australasian Journal of Gifted Education, Vol. 28, No. 1, Jun 2019: 24-35Date of Publication:June 2019Date Last Modified:22 November 2019 15:04Date Last Revised:22 November 2019Volume:28Issue:1SubjectTeachers--AttitudesGifted children--Education--CurriculaStudent teachers--Training ofTeacher-student relationshipsGeographic LocationAustralia METRICS Downloaded 21 times Copyright© Australian Association for the Education of the Gifted and Talented, 2019Download PDFLoading ...