Paper Type

Doctoral Dissertation


College of Education and Human Services

Degree Name

Doctor of Education in Curriculum and Instruction (EdD)


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


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.