Year
2023
Season
Spring
Paper Type
Doctoral Dissertation
College
College of Education and Human Services
Degree Name
Doctor of Education in Curriculum and Instruction (EdD)
Department
Teaching, Learning, and Curriculum
NACO controlled Corporate Body
University of North Florida. Department of Teaching, Learning and Curriculum
First Advisor
Dr. Hope Wilson
Second Advisor
Dr. David Hoppey
Third Advisor
Dr. Amanda Kulp
Fourth Advisor
Dr. Melanie Sanders
Department Chair
Dr. Christian Winterbottom
College Dean
Dr. Jennifer Kane
Abstract
Educators, including teachers and administrators, have a responsibility to increase knowledge and achievement for all students. Gifted students who demonstrate increased abilities and proficiencies are often given less attention as schools continue to increase their focus on the lower quartile of students. To address this need, gifted programs are implemented to foster excellence in identified students. However, educational policies pertaining to identification and qualifications for gifted programs can serve as gatekeepers denying students that could potentially benefit from rigorous and enriching programs. In this quantitative study, the perceptions of educators in Florida towards gifted policy were explored through a series of survey items relating to the sentiment, awareness, and perceived impacts of gifted education policy. The results show the support by educators to redefine giftedness and revisit policy. Results also show the importance of educator training on policies regarding gifted education. This research could be used to support the need for additional teacher training regarding gifted education as well as the need to revisit and revise existing conceptions of giftedness in state policy.
Suggested Citation
Leone, Casey, "Educator perceptions of giftedness in Florida" (2023). UNF Graduate Theses and Dissertations. 1183.
https://digitalcommons.unf.edu/etd/1183