To Know Is Not Enough: Case Study Research About the Role of Principals in Gifted Education

• In Event: Roundtable Session 84
  In Roundtable Session: Professional Practice in Gifted Education: Examining the Work and Perspectives of Educators

Abstract

The role of building principals has rarely been considered in the literature in relationship to gifted education. This case study research examines the role of principals in ensuring that the needs of gifted students are addressed. The purpose of this study was two-fold: 1) to examine the roles of principals relative to gifted education in their schools and 2) to determine principals’ knowledge of gifted education principles and the district policies regarding gifted education programming. Preliminary findings indicated that many principals have a limited knowledge of the characteristics of gifted students and their needs, as well as only a cursory knowledge of the responsibilities they have for ensuring that the gifted education program is implemented with fidelity in their buildings.

Authors

• Kimberley L. Chandler, College of William and Mary

• Valija C. Rose, Virginia Polytechnic Institute and State University