Teachers' attitudes towards the gifted: The importance of professional development and school culture

Australasian Journal of Gifted Education

Volumn 18, Issue 2, 2009, Pages 32-42

  Lassig, Carly ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84903533421     PISSN: 13239686     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Article

References (57)

1. Bohner, G., & Wänke, M. (2002). Attitudes and attitude change. East Sussex, UK: Psychology Press.
2. Braggett, E. J. (1994). Developing programs for gifted students: A total-school approach. Highett, VIC: Hawker Brownlow Education.
3. Burgess, P. (1999). Attitudes of teachers and parents to provisions for gifted children. Mindscape, 20(1), 20-28.
4. Cashion, M., & Sullenger, K. (2000). Contact us next year: Tracing teachers' use of gifted practices. Roeper Review, 23 (1), 18-21.
5. Clark, B. (2002). Growing up gifted: Developing the potential of children at home and at school (6th ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
6. Colangelo, N., & Davis, G. A. (2003). Introduction and overview. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.) (pp. 3-10). Boston: Pearson Education.
7. Collins, J. (Chair). (2001). The education of gifted children. Canberra, ACT: Senate Employment, Workplace Relations, Small Business and Education References Committee.
8. Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers' perceptions of gifted students. Roeper Review, 14(3), 151-153.
9. Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). Needham Heights, MA: Allyn & Bacon.
10. Eagly, A. H., & Chaiken, S. (1993). The psychology of attitudes. Fort Worth, TX: Harcourt Brace Jovanovich.
11. Freebody, P., Watters, J., & Lummis, S. (2003). Expanding possible futures: A review of Education Queensland's policy on the education of gifted students in Queensland schools. Brisbane, QLD: Education Queensland.
12. Gagné, F. (1983). Perceptions of programs for gifted children: Agreement on principles, but disagreement over modalities. British Columbia Journal of Special Education, 7(2), 113-127.
13. Gagné, F. (1991). Brief presentation of Gagné and Nadeau's attitude scale: Opinions about the gifted and their education. Montreal: University of Québec.
14. Gagné, F. (2003). Transforming gifts into talents: The DMGT as a developmental theory. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.) (pp. 60-74). Boston: Pearson Education.
15. Gagné, F. (2009). Building gifts into talents: Detailed overview of the DMGT 2.0. In B. MacFarlane, & T. Stambaught (Eds.), Leading change in gifted education: The festschrift of Dr Joyce VanTassel-Baska.Waco, TX: Prufrock Press.
16. Gallagher, J. J. (1996). Educational research and educational policy: The strange case of acceleration. In C. P. Benbow & D. Lubinski (Eds.), Intellectual talent: Psychometric and social issues (pp. 83-92). Baltimore: The John Hopkins University Press.
17. Gallagher, J. J. (1997). Issues in the education of gifted students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed.) (pp. 10-23). Boston: Allyn & Bacon.
18. Gallagher, J. J. (2003). Issues and challenges in the education of gifted students. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (3rd ed.) (pp. 11-23). Boston: Pearson Education.
19. Gallagher, J. J., & Gallagher, S. A. (1994). Teaching the gifted child. Boston, MA: Allyn & Bacon.
20. Geake, J. G., & Gross, M. U. M. (2008). Teachers' negative affect toward academically gifted students: An evolutionary psychological study. Gifted Child Quarterly, 52(3), 217-231.
21. Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted and Talented International, 16(2), 115-121.
22. Gross, M. U. M. (1993). Exceptionally gifted children. London: Routledge.
23. Gross, M. U. M. (1994). Changing teacher attitudes to gifted students through inservice training. Gifted and Talented International, 9(1), 15-21.
24. Gross, M. U. M. (1999). Inequity in equity: The paradox of gifted education in Australia. Australian Journal of Education, 43(1), 87-103.
25. Gross, M. U. M., & Sleap, B. (2001). Submission 32 attachment: Literature review on the education of gifted and talented children. Inquiry into the education of gifted and talented children: Submissions: Volume 2. Canberra, ACT: Senate Employment, Workplace Relations, Small Business and Education References Committee.
26. Hamilton, M. L. (1993). Think you can: The influence of culture on beliefs. In C. Day, J. Calderhead, & P. Denicolo (Eds.), Research on teacher thinking: Understanding professional development (pp. 87-99). London: The Falmer Press.
27. Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38(3), 115-121.
28. Hoy, W. K., & Woolfolk, A. E. (1993). Teachers' sense of efficacy and the organisational health of schools. The Elementary School Journal, 93(4), 355-372.
29. Imison, K. (2001). The acceptance of difference: Report of the review of gifted and talented education in Queensland state schools towards 2010. Brisbane, QLD: Education Queensland.
30. Johnsen, S. K., Haensly, P. A., Ryser, G. R., & Ford, R. F. (2002). Changing general education classroom practices to adapt for gifted students. Gifted Child Quarterly, 46(1), 45-63.
31. Kulik, J. A., & Kulik, C. C. (1992). Meta-analytic findings on grouping programs. Gifted Child Quarterly, 36(2), 73-77.
32. Larsson, Y. (1990). Teachers' attitudes and perspectives on educational provisions for "gifted" and "talented" children in New South Wales, Australia and Essex, England. Gifted Education International, 6(3), 174-181.
33. Lummis, S. (1999). Changing teacher attitudes to gifted students through professional development. Unpublished master's thesis, University of New England, Armidale, NSW.
34. McCoach, D. B., & Siegle, D. (2007). What predicts teachers' attitudes toward the gifted? Gifted Child Quarterly, 51(3), 246-255.
35. Meyland, J. L. (2001). Changes in post-graduate teachers' opinions towards gifted students and their education. Unpublished master's thesis, Monash University, Melbourne, Victoria, Australia.
36. Mullis, I. V. S., Martin, M. O., Gonzalez, E. J., & Chrostowski, S. J. (2004). Findings from IEA's trends in international mathematics and science study at the fourth and eighth grades. Chestnut Hill, MA: TIMSS & PIRLS International Study Centre, Boston College.
37. Oppenheim, A. N. (1992). Questionnaire design, interviewing, and attitude measurement. New York: Pinter.
38. Oskamp, S. (1991). Attitudes and opinions (2nd ed.). Englewood Cliffs, NJ: Prentice-Hall.
39. Reis, S. M. (1992). Advocacy: The grouping issue. Roeper Review, 14(4), 225-227.
40. Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student achievement. Canadian Journal of Education, 17(1), 51-65.
41. Ruscoe, G. C., & Whitford, B. L. (1991). Quantitative and qualitative perspectives on teacher attitudes: The third year. Paper presented at the Annual Meeting of the American Educational Research Association, Chicago, IL. Retrieved 7 August, 2009, from http://www.eric.ed.gov.ezp01.library.qut.edu.a u/ERICDocs/data/ericdocs2sql/content-storage-01/0000019b/80/23/26/33.pdf
42. Schunk, D. (1987). Peer models and children's behavioural change. Equity and Excellence, 23, 22-30.
43. Shields, C. (2002). A comparison study of student attitudes and perceptions in homogeneous and heterogeneous classrooms. Roeper Review, 24(3), 115-119.
44. Smith, W., & Chan, L. K. S. (1996). Attitudes of secondary school teachers towards education of the gifted. The Australasian Journal of Gifted Education, 5(2), 26-33.
45. Smith, S. R., & Chan, L. K. S. (1998). The attitudes of Catholic primary school teachers toward educational provisions for gifted and talented students. The Australasian Journal of Gifted Education, 7(1), 29-41.
46. Smylie, M. A. (1988). The enhancement function of staff development: Organisational and psychological antecedents to individual teacher change. American Educational Research Journal, 25(1), 1-30.
47. Southern, W. T., Jones, E. D, & Stanley, J. C. (1993). Acceleration and enrichment: The context and development of programme options. In K. Heller, F. Monks & H. Passow (Eds.), International handbook of research and development of giftedness and talent (pp. 387-410). New York: Pergamon Press.
48. Swiatek, M. A., & Benbow, C. P. (1991). Ten-year longitudinal follow-up of ability-matched accelerated and unaccelerated gifted students. Journal of Educational Psychology, 83(4), 528-538.
49. Tallent-Runnels, M. K., Tirri, K. A., & Adams, A. M. (2000). A cross-cultural study of teachers' attitudes toward gifted children and programs for gifted children. Gifted and Talented International, 15(2), 103-115.
50. Tschannen-Moran, M., Woolfolk Hoy, A. E., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202-248.
51. Terman, L. M. (Ed.) (1926). Genetic studies of genius: Vol. 1. Mental and physical traits of a thousand gifted children (2nd ed.). Stanford, CA: Stanford University Press.
52. Tirri, K. (1997). How Finland meets the needs of gifted and talented students. High Ability Studies, 8, 213-222. (Pubitemid 127527833)
53. van den Berg, R. (2002). Teachers' meanings regarding educational practice. Review of Educational Research, 72(4), 577-625.
54. VanTassel-Baska, J. (1992). Educational decision making on acceleration and grouping. Gifted Child Quarterly, 36(2), 68-72.
55. VanTassel-Baska, J. (1997). Excellence as a standard for all education. Roeper Review, 20(1), 9-12.
56. Watters, J., & Diezmann, C. (2001). Submission number 25. In Inquiry into the education of gifted and talented children: Submissions: Volume 2. Canberra, ACT: Senate Employment, Workplace Relations, Small Business and Education References Committee.
57. Winner, E. (1996). Gifted children: Myths and realities. New York: Basic Books.