Learning to Be a Teacher of the Gifted: The Importance of Examining Opinions and Challenging Misconceptions

References

• Adams, C. M., & Pierce, R. L. (2004). Attitudes of American and English preservice teachers toward gifted learners. Gifted and Talented International, 19 (1), 15–23.
   Google Scholar
• Australian Bureau of Statistics (2009). Schools, Australia. Available: http7/www.abs.gov.au/ausstats/[email protected]/mf/4221.0.AccessedJune2011
   Google Scholar
• Baldwin, A. (1993). Teachers of the gifted. In Heller, K. A., Monks, F. J., & Passow, A. H., (Eds.), International handbook of research and development of giftedness and talent, 621–629.
   Google Scholar
• Bangel, N. J., Moon S. M., & Capobianco, B. M. (2010). Pre-service teachers’ perceptions and experiences in a gifted education training model. Gifted Child Quarterly, 54 (3), 209–221.
   Web of Science ®Google Scholar
• Bohner, G., & Wanke, M. (2002). Attitudes and attitude change. East Sussex, UK: Psychology Press.
   Google Scholar
• Burney, V. H. (2008). Applications of social cognitive theory to gifted education, Roeper Review, 30 (2), 130–139.
   Google Scholar
• Callahan, C., Cooper, C., & Glascock, R. (2003). Preparing teachers to develop and enhance talent: The position of national education organizations. (ERIC Document Services, No. ED477882).
   Google Scholar
• Cashion, M., & Sullenger, K. (2000). Contact us next year: Tracing teachers’ use of gifted practice. Roeper Review, 23 (1), 18–21.
   Google Scholar
• Clark-Carter, D. (2004). Quantitative psychological research: A student’s handbook (2nd ed.). New York: Psychology Press.
   Google Scholar
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Colangelo, N., Assouline, S. G., & Gross, M. U. M. (Eds.) (2004). A nation deceived: How schools hold back America’s brightest students (Vol. 2, pp. 59–68). Iowa City: Belin-Blank Centre for Gifted Education and Talent Development.
   Google Scholar
• Copenhaver, R. W., & McIntyre, D. J. (1992). Teachers’ perception of gifted students. Roeper Review, 14. 151–153.
   Google Scholar
• Croft, L. J. (2003). Teachers of the gifted: Gifted teachers. In N. Colangelo, & G. Davis (Eds.), Handbook ofgifted education (pp. 588–571). Boston; Pearson Education.
   Google Scholar
• Csikszentmihalyi, M. (1990). Flow: The psychology of optimal experience. New York: Harper Row.
   Google Scholar
• Davis, G., & Rimm, S. (2004). Education of the gifted and talented (5th ed.). MA: Allyn & Unwin.
   Google Scholar
• Denzin, N., & Lincoln, Y. (2005). The Handbook of qualitative research (3rd ed.). Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Dixon, A. (2006). What teacher education can do; Professional development: An overview. In A. Dixon & S. Moon (Eds.), Handbook of secondary gifted education (pp. 561–565). Waco: Prufrock Press.
   Google Scholar
• Ellis, Paul D. (2010). The essential guide to effect sizes: An introduction to statistical power, meta-analysis and the interpretation of research results. United Kingdom: Cambridge University Press.
   Google Scholar
• Feldhusen, J. F. (1997). Educating teachers for work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook for gifted education, (pp. 547–552). Boston, MA: Allyn & Unwin.
   Google Scholar
• Feldhusen, J. F., Haeger, W. W., & Pellegrino, A. S. (1989). A model training program in gifted education for school administrators. Roeper Review, 11, 209–214.
   Google Scholar
• Feldhusen, J. T., & Moon, S. M. (1992). Grouping gifted students: Issues and concerns. Gifted Child Quarterly, 36, 63–67.
   Web of Science ®Google Scholar
• Gagné, F., & Nadeau, L. (1985). Dimensions of attitudes toward giftedness. In A. H. Roldan (Ed.), Gifted and talented children and adults: Their social perspectives and culture (pp. 148–170). Monroe NJ: Trillium
   Google Scholar
• 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.
   Web of Science ®Google Scholar
• Goodnough, K. (2001). Changing teacher beliefs about giftedness and differentiation practices. Gifted & Talented International, 16 (2), 115–121.
   Google Scholar
• Goodson, I. (1992). Sponsoring the teachers’ voice: Teachers lives and teacher development. In A. Hargreaves & M. Fullan (Eds.), Understanding teacher development. New York: Teachers College Press.
   Google Scholar
• Gross, M. U. M. (1997). To group or not to group: Is that the question. Gifted (April), 25–29.
   Google Scholar
• Gross, M. U. M. (2001). Submission to the senate employment, workplace relations, small business and education references committee on the education of gifted children: GERRIC, The University of NSW.
   Google Scholar
• Gubbins, E. J. (2008). Professional development. In Plucker, J. A. & Callahan, C. M. (Eds.), Critical issues and practices in gifted education (pp. 669–680). Waco: Prufrock Press.
   Google Scholar
• Gubbins, E. J., Westberg, K. L., Reis, S. M., Dinnocenti, S. T., Tieso, C. L., Muller, L. M., Park, S., Emerick, L. J., Maxfield, L. R., & Burns, D. E. (2002). Maximizing the effects of professional development practices to extend gifted education pedagogy to regular education programs. Storrs, CT: The National Research Center on the Gifted and Talented, University of Connecticut.
   Google Scholar
• Guskey, T. R. (2000). Evaluating professional development. Thousand Oaks, CA: Corwin Press.
   Google Scholar
• Hansen, J. B., & Feldhusen J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38 (3), 115–121.
   Web of Science ®Google Scholar
• Hativa, N., Barak, R., & Simhi, E. (2001). Exemplary university teachers: Knowledge and beliefs regarding effective teaching dimensions and strategies. Journal of Higher Education, 72, 699–729.
   Web of Science ®Google Scholar
• Kane, R., Sandretto, S., & Heath, C. (2002). Telling half story: A critical review of research on the teaching beliefs and practices of university academics. Review of Educational Research, 72, 177228.
   Web of Science ®Google Scholar
• Kent, A. M. (2004). Improving teacher quality through professional development. Education, 124 (3), 427.
   Google Scholar
• Knopfelmacher, S., & Kronborg, L. (2003). Characteristics, competencies and classroom strategies of effective teachers of gifted and talented students. In L. Kronborg & S. Knopfelmacher (Eds.), Proceedings from the 9th National Conference of the Australian Association for the Education of Gifted and Talented Students, Sydney, 2002, Cd Rom (pp.91–104). Melbourne: AAEGT.
   Google Scholar
• Korynta, C. S. (1982). Teacher attitudes towards the gifted: A survey of Grand Forks elementary schools. Dissertation Abstracts International, 43, 1113A
   Google Scholar
• Kronborg, L., & Meyland, J. (2003). Changes in postgraduate teachers’ opinions about gifted students and their education. In Proceedings for the 15th World Conference for Gifted Education - Gifted 2003: A Celebration Down Under, Adelaide, CD Rom (pp.1–6) Adelaide: World Council for Gifted and Talented Children.
   Google Scholar
• Kronborg, L., & Plunkett, M. (2006). Providing an optimal school context for talent development: An extended curriculum program in practice. Australasian Journal of Gifted Education, 15 (1), 16–24.
   Google Scholar
• Kronborg, L., Plunkett, M., Kelly, L., & Urquhart, F. (2008). Student attitudes towards learning in differentiated settings. Australasian Journal of Gifted Education. 17 (2), 23–32.
   Google Scholar
• Kulik, J. A. (2003). Grouping and tracking. In N. Colangelo & G. Davis (Eds.), Handbook of gifted education (pp. 268–281). Boston: Allyn & Bacon.
   Google Scholar
• Lassig, C. (2009). Teachers’ attitudes towards the gifted: The importance of professional development and school culture. Australasian Journal of Gifted Education. 18 (2), 32–42.
   Google Scholar
• Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic Inquiry. Beverley Hills, CA: Sage
   Google Scholar
• Maker, J., & Schiever, S. W. (2010). Curriculum development and teaching strategies for gifted learners (3d ed.). Texas: Pro-ed.
   Google Scholar
• McCoach, D. B., & Siegle, D. (2007). What predicts teachers’ attitudes toward the gifted? Gifted Child Quarterly, 51 (3), 246–255.
   Web of Science ®Google Scholar
• Mills, C. J. (2003). Characteristics of effective teachers of gifted students: Teacher background and personality styles of students. Gifted Child Quarterly, 47 (4), 272–281.
   Web of Science ®Google Scholar
• Nanna, M. J., & Sawilowsky, S. S. (1998). Analysis of Likert scale data in disability and medical rehabilitation research. Psychological Methods, 3, 55–67.
   Web of Science ®Google Scholar
• National Report on Acceleration. Iowa: The Connie Belin & Jacqueline N. Blank International Center for Gifted Education and Talent Development.
   Google Scholar
• Neihart, M. (2007). The Socioaffective impact of acceleration and ability grouping: Recommendations for best practice. Gifted Child Quarterly, 51 (4), 330–341.
   Web of Science ®Google Scholar
• Patton, M. Q. (1990). Qualitative evaluation and research methods (2nd ed.). Newbury Park, CA: Sage Publications, Inc.
   Google Scholar
• Plunkett, M. (2000). Educating teachers to meet the needs of the gifted: An option or a necessity? Talented, 18 (1&2), 9–16.
   Google Scholar
• Plunkett, M. (2002). Impacting on teacher attitudes toward gifted students. In W. Vialle & J. Geake (Eds.), The gifted enigma: A collection of articles. Melbourne: Hawker Brownlow Education.
   Google Scholar
• Plunkett, M., & Kronborg, L. (2007). Gifted education in Australia: A story of striving for balance. Gifted Education International, 23 (1), 72–83.
   Google Scholar
• Robinson, A., & Kolloff, P. B. (2006). Preparing teachers to work with high-ability youth at the secondary level: Issues and implications for licensure. In A. Dixon & S. Moon (Eds.), Handbook of secondary gifted education (pp. 581–591). Waco: Prufrock Press.
   Google Scholar
• Rogers, K. B. (2007). Lessons learned about educating the gifted and talented: A synthesis of research on educational practice. Gifted Child Quarterly, 51 (4), 82–397.
   Web of Science ®Google Scholar
• Senate References Committee (Employment, Workplace Relations, Small Business and Education). (2001). The education of gifted children. Canberra: Commonwealth of Australia.
   Google Scholar
• Sisk, D. (1975). Teaching the gifted and talented teacher: A training model. Gifted Child Quarterly 19 (1), 18–88.
   Web of Science ®Google Scholar
• Smith, W., & Chan, L. (1996). Attitudes of secondary school teachers towards education of the gifted. Australasian Journal of Gifted Education, 5 (2), 26–33.
   Google Scholar
• Tashakkori, A., & Teddlie, C. (2010). Handbook of mixed methods in social and behavioral research. (2nd ed.). Thousand Oaks, CA: Sage.
   Google Scholar
• Taylor, T., & Milton, M. (2006). Preparation for teaching gifted students: An investigation into university courses in Australia. Australasian Journal of Gifted Education, 15 (1), 25–31.
   Google Scholar
• Tomlinson, C. A. (2004). Sharing responsibility for differentiating instruction, Roeper Review, 26 (4) 188–201.
   Google Scholar
• VanTassel-Baska, J. & Baska, L. (1993). The roles of educational personnel, in Silverman, L. K. (Ed.), Counseling the gifted and talented. Denver: Love Publishing Company.
   Google Scholar
• VanTassel-Baska, J. & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51 (2), 182–202.
   Web of Science ®Google Scholar
• VanTassel-Baska, J. (1998). Excellence in educating gifted and talented learners (3rd ed.). Denver: Love Publishing Company.
   Google Scholar
• Vialle, W., & Quigley, S. (2002). Does the teacher of the gifted need to be gifted? Gifted and Talented International, 17 (2), 85–90.
   Google Scholar
• Wigfield, A., Eccles, J. S. & Rodriguez (2009). The development of children’s motivation in school contexts. Review of Research in Education, 23.
   Google Scholar