Who’s on the Committee Matters: Teachers’ Beliefs about Inclusiveness in Gifted Education

• In Event: Programming, Professional Learning, and Instruction for Gifted Learners

Abstract

Gifted education programs struggle with equitable access for all student groups who may be potential candidates for program services. Teachers serve as critical participants in the referral and review process in many states, especially those requiring committee deliberations and placement decisions, such as Texas. This study measured teachers’ (n = 173) beliefs about the inclusiveness of gifted education and found that those beliefs were related (r = .358) to the likelihood that they recommend students for gifted education placement. Participants’ beliefs were the most robust predictor of the likelihood of recommending students for gifted education. Years of teaching experience were inversely related to the likelihood of recommending students and experience in gifted education has no relationship with likelihood to recommend.  

Authors

• Todd Kettler, Baylor University

• Yasmin Radinsky, Round Rock Independent School District

• Nilay Gunel, Baylor University