Eight-five elementary and secondary teachers were asked to completean open-ended questionnaire. The significant perceptual differences identified appear to be related to grade level taught and whether teachers have taken courses or workshops on gifted education. The overriding implication is that effective teachers of the gifted need more grade specific preservice and inservice course work and involvement with gifted students.work preparation was a factor in determining the most successful teachers of the gifted.In a study that focused on teacher experience, Hamninen (1988) discovered that experienced teachers perceived possible solutions for providing for gifted and talented students differently than novice teachers. In another study, Guskin, Peng and Mald-Jabbair (1988) reported that experienced teachers and prospective teachers had similar perceptions regarding the areas in which gifted students would excel. It should be noted, however, that the teachers in their study were not teachers of gifted students.

No abstract

No abstract

No abstract

No abstract