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Do Teachers' Opinions of Gifted and Talented Students Affect Their Classroom Practices?

Sun, April 19, 2:15 to 3:45pm, Virtual Room


This study aimed to broaden our understanding of how teachers’ attitudes toward gifted and talented students affect the teaching strategies they use with those students. Using a sample of 317 teachers and structural equation modeling, we found that teachers’ views on elitism, ability grouping, and their self-perceptions as gifted were significant predictors of the use of differentiated classroom practices. Positive opinions of ability grouping and self-perceptions as gifted negatively affected the use of differentiated classroom practices with gifted students. Teachers who found gifted education to be elitist used differentiated classroom practices more often.