Teacher perceptions of gifted and talented certification practices in a Southern California school district: A replication study

ABSTRACT

This study focused on a partial replication of a mixed-methods study of teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources included Likert survey questions as well as openended questions with current teachers at seven schools within a Southern California school district. Since completion of the original study in 2006, there have been changes in new local control funding formulas that affect Gifted Education. In light of these changes, a partial replication study measuring current teacher perceptions of GATE certification practices compared findings with previous perceptions in the district. The survey sample (N = 93) included faculty from the originally sampled k-12 schools. Results indicate that perceptions of gifted identification and characteristics vary according to GATE certification status of the teacher, but not according to grade level taught. Teacher perceptions of the necessity for GATE certification and/or training have changed since the original study was conducted. Teachers indicated that training is valuable, but not necessary for all teachers. When compared to the previous study, findings indicate positive growth in teachers’ perceptual knowledge regarding gifted student characteristics and the value of teacher training.

KEYWORDS:

• Certification
• Endorsement
• Gifted
• Identification
• Perceptions
• Teacher

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes

¹ A university extension may be unique to the University of California system. California UCs offer professional development course work for certifications in a variety of fields, through “extensions.” It is considered to be an extension of the university itself, but it is non-degree-oriented and often nontransferable.