Professional Learning Experiences on Teacher Perceptions of Potential

• In Event: AERA Poster Session 8
  In Poster Session: Gifted Education, Creativity, and Talent Development Posters

Abstract

This study focuses on data from the first cohort of a larger, 5-year project in which we examine changes in teachers’ perceptions and practices as they engage with professional development focused on recognizing and responding to high-potential behaviors. In the current study, we focus on how teachers describe their understanding of high-potential behaviors in students from diverse backgrounds, and how that may change over time in relationship to professional learning experiences. The sample included 13 teachers across four school districts in a Northeastern state.
We found incremental changes from baseline to post-intervention in responses of treatment teachers from baseline to post-professional learning as compared to teachers who received no professional learning.

Authors

• Kelly L. Kearney, University of Connecticut

• Pam Peters, University of Connecticut - Storrs

• Catherine A. Little, University of Connecticut