How do Parents and Teachers of Gifted Students Perceive Group Work in Classrooms?

Saunders-Stewart, Katie S.; Walker, Cheryl L.; Shore, Bruce M.

doi:10.1080/15332276.2013.11678406

Cited by 6 publications

(2 citation statements)

References 13 publications

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“…According to the American Psychological Association (2017), being accepted by peers is just as important to gifted students as their high academic achievement. Students like Evan and Joseph need teachers to create safe classroom spaces for students to be themselves and work with similar-minded peers during collaborative assignments (Saunders-Stewart, Walker, & Shore, 2013). Evan admitted, Sometimes when I get stuck working on projects with other people, it makes the work a lot harder than it has to be.…”

Section: Discussion For Teachersmentioning

confidence: 99%

“Ask Me and I Will Tell You”: Gifted Boys’ Perceptions of Self and School

Watts

2019

Gifted Child Today

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Using the Frame of Reference lens developed by Marsh, this article explains how elementary-age gifted boys construct their self-perceptions as learners by comparing their academic abilities with those of their peers. Understanding giftedness defined as a social construct, this article discusses an ethnographic study that examines gifted boys’ self-perceptions and their teachers’ perceptions of them as learners. Data collected from observations and interviews are analyzed to discuss the study’s findings that are explored through three themes. First, the participants want their teachers to understand that although they value their gifted identities, they still have academic needs for which they need help. Second, gifted boys believe their classroom behaviors are often misunderstood. Third, the participants want a voice about the curriculum assigned to them. These findings conclude by examining implications for teachers to address the perceptions of boys as students in their classrooms.

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Section: Discussion For Teachersmentioning

confidence: 99%

“Ask Me and I Will Tell You”: Gifted Boys’ Perceptions of Self and School

Watts

2019

Gifted Child Today

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“…Attitudes towards grouping gifted students differ. While some studies show a positive attitude towards the grouping strategy (Gallagher et al, 2011;Saunders-Stewart et al, 2013), some studies show an ambivalent attitude (ALGarni, 2012;Perkovic et al, 2015), while others revealed only negative attitudes (Chessman, 2010;Laine et al, 2019;Troxclair, 2013). There were no studies on teacher attitudes towards the mentoring strategy.…”

Section: Introductionmentioning

confidence: 99%

Prospective Teachers’ Attitudes towards the Education of Gifted/Talented Students

Tuysuz,

Gurbuz,

Goncu

et al. 2023

MJESTP

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This study intends to determine the attitudes of prospective teachers towards the education of gifted/talented students. The study utilises the survey model and a quantitative research design. Mean and standard deviation values were calculated to determine the attitude levels of the prospective teachers toward gifted education. In addition, an Independent Sample t-test and One-way ANOVA were used to determine whether prospective teachers’ attitudes differ according to independent variables. Considering the averages of the total scores obtained from the scale (XFemale=111.71 and XMale=144), the data shows that the prospective teachers’ attitudes towards the education of gifted students were positive. Results also show that gender is not a variable that affects the attitudes of gifted individuals towards their education. Results of the one-way ANOVA reveal that there is a statistically significant difference between the total score obtained from the scale and the sub-dimensions of the ’Supporting and Needs of Gifted Students’, ’Opposition to Special Services for Gifted Students’ and ’Grade Skipping’ of the scale.

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