Will It Play in Rural America? Staff Development Realities.

Autor/inn/en	Anderson, Margaret A.; Kleinsasser, Audrey M.
Titel	Will It Play in Rural America? Staff Development Realities.
Quelle	(1987), (29 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Educational Assessment; Elementary School Teachers; Elementary Secondary Education; Faculty Development; Gifted; Program Attitudes; Program Development; Program Effectiveness; Program Evaluation; Rural Schools; Secondary School Teachers; Small Schools; Special Education; Student Educational Objectives; Student Experience; Teacher Attitudes; Kansas + Suchen Sie Ihr Suchwort? Education; assessment; Bewertungssystem; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Begabter, Hoch Begabter; Programmplanung; Programme evaluation; Programmevaluation; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Special needs education; Sonderpädagogik; Sonderschulwesen; Studienerfahrung; Lehrerverhalten
Abstract	General educators' perceptions, attitudes, and beliefs towards gifted learners and education of the gifted at both elementary and secondary levels in small, rural schools were examined. Eighteen teachers from a rural K-12 Kansas district having 518 students completed questionnaires during summer 1985 and during the 1985-86 school year, and the Gifted Education Attitude Assessment administered in May, 1986. Staff development activities were guided largely by incoming data. Researchers also observed classes with identified gifted students. Results showed that elementary teachers were unsure about the gifted program's effectiveness, its effect on students' educational experiences, its extensiveness, the adequacy of its goals and objectives, the number of students served, and the benefits to the regular classroom of having gifted students present. Generally, they felt that gifted children required special programming and would not initiate their own learning activities. In contrast, 50% of the secondary teachers held the opposite view. Over 80% of the secondary teachers were uncertain about, or disagreed with the view that being in the gifted program had been an effective educational experience for the students. Roughly 12% thought that the goals and objectives were adequate and required no change. Five recommendations, tables, references, and an annotated bibliography and resource list conclude the paper. (JMM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC