What Teachers Learned about Universal Screening with Local Norms: A Mixed Methods Evaluation Study

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

Abstract

Evaluation studies of school interventions are critical for improving gifted education services. This mixed methods evaluation study examined the efficacy of and teachers’ response to professional learning regarding identification principles. An instructional video with reflective feedback and sustained technical assistance comprised the professional learning. Qualitative analyses revealed teacher understanding of universal screening and local norms in the context of their schools, an interest in moving further along a continuum to increase equitable identification, and, in some cases, an uncertainty about current district identification procedures. On a quantitative measure of identification principles, teachers demonstrated increased achievement and higher scores compared to teachers participating in gifted education professional learning without a focus on identification, although mean scores indicated further opportunity for improvement.

Authors

• Ann E. Robinson, University of Arkansas at Little Rock

• Monica Meadows, University of Arkansas at Little Rock

• Jill L. Adelson, Adelson Research & Consulting, LLC

• Kishor Kumar, University of Arkansas at Little Rock