Using Class Climate Scales to Evaluate Gifted Inservice Programs

Abstract

This study represents a novel approach to evaluating the effectiveness of an inservice program designed to help teachers enrich classroom instruction to make it more appropriate for gifted students. Results indicate that the number of inservice courses taken by teachers over a two and one‐half year period was associated with increased emphasis in their classes on higher‐level thinking skills and illustrates the use of class climate scales as a tool for program evaluation.