Teachers’ Perspectives on Effectiveness of Georgia Gifted Legislation: a Mixed Methods Study
Location
Session 2 Presentations - Special Education
Proposal Track
Research Project
Session Format
Presentation
Abstract
Georgia shows inequity in gifted education for minority students and deficiencies in instruction. The purpose of this study is to examine the extent of inequity in gifted education for high school students in Georgia and propose a sequential explanatory mixed methods research design of AP teachers’ perceptions of gifted practices that may provide better understanding of gifted student needs within low SES African American and Latinx populations.
Gagne’s environmental catalysts, from his DMGT, will be used to create survey items to find major themes in inequities based on environmental catalysts from teacher perceptions (Gagne, 2004). Gagne’s DMGT (1985) established that giftedness needs to be fostered to reach talent. Gifted talent development can be impacted by environmental catalysts and the intention of this study is to analyze teacher perceptions of legislation implementation as it relates to environmental catalysts posed by Gagne (1985, 2004, 2011).
Following the establishment of validity of the survey, it will be administered to AP teachers, then analyzed to develop an open-ended qualitative questionnaire for teachers within that population. This study will fill gaps in the literature on perceptions of efficacy in the use of Georgia gifted instruction via the DMGT while focusing on implications for underrepresented students.
Keywords
gifted education, high school gifted education, François Gagné, gifted equity
Professional Bio
Rebekah Atkinson has been a high school educator for 12 years. She teaches in Muscogee County and has received a BA and MEd from Columbus State University. She is currently working on her dissertation for her EdD from Columbus State University in Curriculum and Instruction.
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Atkinson, Rebekah Ms., "Teachers’ Perspectives on Effectiveness of Georgia Gifted Legislation: a Mixed Methods Study" (2021). Georgia Educational Research Association Conference. 30.
https://digitalcommons.georgiasouthern.edu/gera/2021/2021/30
Teachers’ Perspectives on Effectiveness of Georgia Gifted Legislation: a Mixed Methods Study
Session 2 Presentations - Special Education
Georgia shows inequity in gifted education for minority students and deficiencies in instruction. The purpose of this study is to examine the extent of inequity in gifted education for high school students in Georgia and propose a sequential explanatory mixed methods research design of AP teachers’ perceptions of gifted practices that may provide better understanding of gifted student needs within low SES African American and Latinx populations.
Gagne’s environmental catalysts, from his DMGT, will be used to create survey items to find major themes in inequities based on environmental catalysts from teacher perceptions (Gagne, 2004). Gagne’s DMGT (1985) established that giftedness needs to be fostered to reach talent. Gifted talent development can be impacted by environmental catalysts and the intention of this study is to analyze teacher perceptions of legislation implementation as it relates to environmental catalysts posed by Gagne (1985, 2004, 2011).
Following the establishment of validity of the survey, it will be administered to AP teachers, then analyzed to develop an open-ended qualitative questionnaire for teachers within that population. This study will fill gaps in the literature on perceptions of efficacy in the use of Georgia gifted instruction via the DMGT while focusing on implications for underrepresented students.
