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Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations

The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental...

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Autores principales: Cody, Rachael A., Boldt, Gregory T., Canavan, Elizabeth J., Gubbins, E. Jean, Hayden, Stacy M., Bellara, Aarti P., Kearney, Kelly L.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9393644/
https://www.ncbi.nlm.nih.gov/pubmed/36003118
http://dx.doi.org/10.3389/fpsyg.2022.953059
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author Cody, Rachael A.
Boldt, Gregory T.
Canavan, Elizabeth J.
Gubbins, E. Jean
Hayden, Stacy M.
Bellara, Aarti P.
Kearney, Kelly L.
author_facet Cody, Rachael A.
Boldt, Gregory T.
Canavan, Elizabeth J.
Gubbins, E. Jean
Hayden, Stacy M.
Bellara, Aarti P.
Kearney, Kelly L.
author_sort Cody, Rachael A.
collection PubMed
description The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental design intervention. Teachers in the experimental condition participated in professional learning opportunities featuring curriculum materials, lessons, and activities highlighting support for students identified as 2e or from CLED populations. Teachers in the control condition received no intervention. Across 16 United States' schools, 53 grade 3 classroom teachers were selected to complete two sets of pre-intervention and post-intervention surveys assessing their reported beliefs about students identified as 2e or from CLED populations. The results indicated that all teachers consistently reported accurate and positive beliefs about the characteristics and needs of these populations, both prior to and after participation in relevant professional learning opportunities. Although analyses revealed main effects of condition and time for certain scales, the reported interaction terms suggested that the professional learning opportunities did not specifically increase questionnaire scores for teachers in the experimental condition. The implications of these findings regarding professional learning and efforts to improve equity in gifted and talented education are discussed.
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spelling pubmed-93936442022-08-23 Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations Cody, Rachael A. Boldt, Gregory T. Canavan, Elizabeth J. Gubbins, E. Jean Hayden, Stacy M. Bellara, Aarti P. Kearney, Kelly L. Front Psychol Psychology The purpose of this research study was to assess the impact of professional learning on teachers' reported beliefs about students identified as twice exceptional (2e) and students from culturally, economically, and linguistically diverse (CLED) populations, using a semi-randomized experimental design intervention. Teachers in the experimental condition participated in professional learning opportunities featuring curriculum materials, lessons, and activities highlighting support for students identified as 2e or from CLED populations. Teachers in the control condition received no intervention. Across 16 United States' schools, 53 grade 3 classroom teachers were selected to complete two sets of pre-intervention and post-intervention surveys assessing their reported beliefs about students identified as 2e or from CLED populations. The results indicated that all teachers consistently reported accurate and positive beliefs about the characteristics and needs of these populations, both prior to and after participation in relevant professional learning opportunities. Although analyses revealed main effects of condition and time for certain scales, the reported interaction terms suggested that the professional learning opportunities did not specifically increase questionnaire scores for teachers in the experimental condition. The implications of these findings regarding professional learning and efforts to improve equity in gifted and talented education are discussed. Frontiers Media S.A. 2022-08-08 /pmc/articles/PMC9393644/ /pubmed/36003118 http://dx.doi.org/10.3389/fpsyg.2022.953059 Text en Copyright © 2022 Cody, Boldt, Canavan, Gubbins, Hayden, Bellara and Kearney. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Cody, Rachael A.
Boldt, Gregory T.
Canavan, Elizabeth J.
Gubbins, E. Jean
Hayden, Stacy M.
Bellara, Aarti P.
Kearney, Kelly L.
Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title_full Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title_fullStr Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title_full_unstemmed Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title_short Teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
title_sort teachers' reported beliefs about giftedness among twice exceptional and culturally, linguistically, and economically diverse populations
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9393644/
https://www.ncbi.nlm.nih.gov/pubmed/36003118
http://dx.doi.org/10.3389/fpsyg.2022.953059
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