Accepting Responsibility for Developing Quality Gifted Students' Education Plans

• In Event: Teacher Perceptions and Innovative Practices

Abstract

Using mixed-methods and Quality Assessment tool from 2,370 gifted students’ Education Plans in Florida, 337 survey results determined overall low quality plans. Some variables significantly impacting were: number of teachers who completed gifted endorsements (F(2, 334) = 4.716, p = .010; χ2(2) = 7.497, p = .024) and level of school (F(2, 334) = 5.647, p = .004; χ2(2) = 10.503, p = .005); elementary teachers wrote higher quality plans. This study is significance because it is the first to examine the development of quality educational plans and the relationship they held towards teacher opinions about gifted education. Findings inform school leaders to evaluate quality and health of gifted programs. Full recommendations for policy and practice presented.

Authors

• David R Maddock, The School District of Osceola County, Florida

• Daniel Wayne Eadens, University of Central Florida