Hispanics tended to rate the items higher than the other two ethnicities, although significant differences existed among all three. However, teachers in the Gifted Hispanic LEP group rated these characteristics significantly more favorably (although still low). Neither group viewed artistic, musical, and kinesthetic abilities as important characteristics of giftedness. Similarly, subjects who completed the survey labeled Gifted rated the lower ranked characteristics significantly lower than the other group. Generally, means of the highest ranked items were significantly higher for the group responding to the survey labeled Gifted than for the other group. All courses include both instructional components and application activities that align with the objectives for the Florida K-12 Gifted Endorsement. There were also significant differences between the groups in the degree to which they rated the characteristics as important. Explore five key areas of gifted education: nature and needs, special populations, curriculum and instructional strategies, creativity, and guidance and counseling. The emphasis on independence and self-directed learning has been a standout aspect of the school. However, relative importance differed significantly in languagerelated items. Junior: As a student at School for Advanced Studies, the 1 school in Florida and 4 in the nation, my experience has been incredibly rewarding. ![]() Results of a Spearman Rho test on the rank ordering of responses for the groups found a significant positive correlation, suggesting that both groups perceived a similar order of importance for the characteristics. ![]() Various gifted service delivery options are available to students in grades K-12, based on the student’s Educational Plan (EP). Results of a two-way MANOVA indicated that there were significant differences in responses by survey group and by ethnicity, and there was no significant interaction between group and ethnicity. The Gifted Program in Miami-Dade Public Schools provides gifted students with differentiated curricula to facilitate their intellectual development. Randomly, one-half of the teachers in each school received the survey labeled "Gifted Hispanic LEP" and the other half received the survey labeled "Gifted." Subjects were not made aware that they were given surveys with different labels. The survey contained an open-ended question at the end to elicit comments beyond those covered by the items. Three-hundred seventy-three teachers from nine elementary schools in Dade County, Florida completed a 34-item Likerttype survey on gifted characteristics. ![]() The study also sought to determine whether the teachers' perceptions differed based on their ethnic backgrounds. The purpose of the study was to determine whether teachers' perceptions of characteristics of gifted students in general differed from perceptions of gifted students classified as Hispanic and limited English proficient.
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