The Effects of Teacher and Student Perceptions of Choice and Challenge on Academic Achievement

• In Event: Research on Teachers in Giftedness, Creativity, and Talent Education

Abstract

Teacher–student perceptions of challenge and choice are interpersonal processes that are essential to learning. However, in many studies, teachers and students are studied as if living in separate worlds. This study assessed whether: 1) students in specific classrooms agreed with each other about their perceptions of choice and challenge; 2) whether teachers and students agreed in their perceptions of choice and challenge in the classroom; 3) if perceptions of challenge and choice by students and teachers affect academic outcomes; and 4) whether the effects of challenge and choice affect the academic outcomes of elementary and middle school students in a similar way. Results suggest that the gifted approach may be a viable model for general efforts aimed at raising student achievement.

Authors

• John P Madura, University of Connecticut

• D. Betsy Mccoach, University of Connecticut

• Marcia L. Gentry, Purdue University