Eight‐five elementary and secondary teachers were asked to complete an open‐ended questionnaire. The significant perceptual differences identified appear to be related to grade level taught and whether teachers have taken courses or workshops on gifted education. The overriding implication is that effective teachers of the gifted need more grade specific preservice and inservice course work and involvement with gifted students.
Roeper Review
Volume 14, 1992 - Issue 3
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