Masters Theses

Date of Award

12-1985

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

Lynn Cagle

Committee Members

John Ray, Thomas Turner

Abstract

The education of gifted students is a concern of many school systems across the country. Teachers are being held accountable for ensuring that all children are motivated to reach their highest potential. What are teachers' attitudes toward gifted education? Is there a significant difference between program location and teachers' attitudes toward gifted education? Is there a significant difference between previous training in gifted education and teachers' attitudes toward gifted education? Is there a significant difference between years of teaching experience and teachers' attitudes toward gifted education? These questions were investigated through a study conducted in the Blount County School System.

Data were collected using a survey of 164 elementary school teachers {Kindergarten through fifth grade). The survey was distributed in the Spring of 1985. This survey contained twelve statements for teachers to respond to, marking (1) agree strongly, (2) agree, (3) disagree, or (4) disagree strongly. Teachers responded to questions about years of teaching experience and amount of training for gifted education. A code letter on each survey indicated the program location. This information was used significant differences between the three variables selected (program location, years of teaching experience, and training in gifted education) and teachers attitudes.

The majority of the teachers indicated they believe:

1. Enrichment opportunities should be provided for all students both in and out of the classroom.

2. Special personnel should be hired to work with gifted children.

3. Gifted children should not be double promoted, they should remain with their age appropriate classmates.

4. Gifted education and remedial education are equally important.

The results showed no significant differences between the three variables and the survey responses. The low sample number in some categories necessitated the collapsing of categories and responses. This may have lessened the possibility for obtaining definitive results.

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