Professional Development and Teacher Consistency in Use of a Rating Scale

• In Event: 42.084 - Poster Session 8
  In Poster Session: 42.084-6 - Division K Section 8 Poster Session 2

Abstract

In gifted and talented education, teacher referrals are a common source for entry into an identification process; yet one key question is the degree of professional development teachers receive in recognizing the kinds of behaviors that might indicate high academic potential. This issue is particularly salient with students from traditionally underserved groups, whose high potential may emerge in ways that differ from what teachers expect. This study focuses on using professional development to support consistency in teacher use of a behavior rating scale to document students’ high-potential behaviors. Linear regression analysis of scale scores over two years demonstrated that the treatment group teachers became more consistent in their use of the scale as compared to teachers in the comparison group.

Authors

• Rebecca O'Brien, University of Connecticut

• Catherine A. Little, University of Connecticut

• Kelly L. Kearney, University of Connecticut

• Jill L. Adelson, University of Louisville

• Kathleen Cash, University of Louisville