International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(1) 67-83

Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study

İbrahim Akar

pp. 67 - 83   |  DOI: https://doi.org/10.29329/ijpe.2020.228.6   |  Manu. Number: MANU-1907-29-0002

Published online: February 09, 2020  |   Number of Views: 240  |  Number of Download: 875

Save PDF

Abstract

The purpose of this research was to seek and reach a consensus on the competencies for classroom teachers to support gifted students in the regular classrooms. The Delphi Technique was used to achieve this purpose. The panel was carried out in three following rounds. Participants of the panel were thirty-six panelists including fifteen academicians holding PhD degrees and actively teaching in special or elementary education departments, and twenty-one in-service classroom teachers. Three sequential Delphi questionnaires that were included competencies in which panelists were asked to evaluate each competency on a seven point likert scale used during the panel. Calculated reliability coefficients of these questionnaires were .97, .93 and .94, respectively. One more competency was added after the analysis of first Delphi questionnaire. The three-round Delphi panel has showed that there was a consensus among experts on all thirty-five competencies. Competencies were discussed with regard to previous research and a number of suggestions for future research and implementation were developed.

Keywords: Gifted student, regular classroom, inclusion, teacher competencies, classroom teacher

How to Cite this Article?

APA 6th edition
Akar, I. (2020). Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study . International Journal of Progressive Education, 16(1), 67-83. doi: 10.29329/ijpe.2020.228.6

Harvard
Akar, I. (2020). Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study . International Journal of Progressive Education, 16(1), pp. 67-83.

Chicago 16th edition
Akar, Ibrahim (2020). "Consensus on the Competencies for a Classroom Teacher to Support Gifted Students in the Regular Classroom: A Delphi Study ". International Journal of Progressive Education 16 (1):67-83. doi:10.29329/ijpe.2020.228.6.
References
  1. Akar, I. (2010). İlköğretim kademesindeki üstün yetenekli öğrencilerin rehberlik gereksinimlerinin ebeveynlerin ve öğretmenlerin görüşlerine göre belirlenmesi. [Determination of the primary school gifted and talented students’ guidance needs based on their parents’ and teachers’ views]. Unpublished thesis. Anadolu University, Eskisehir. [Google Scholar]
  2. Akar, I. (2015). Üstün yetenekli öğrencileri genel eğitim sınıfında destekleyecek bir sınıf öğretmeninin sahip olması gereken yeterlikler [Competencies for a classroom teacher to support gifted students in the regular classroom]. Unpublished dissertation. Hacettepe University, Ankara. [Google Scholar]
  3. Akar, I. & Sengil-Akar, S. (2012). Primary school teachers’ perceptions of giftedness. Kastamonu Education Journal, 20(2), 423-436. [Google Scholar]
  4. Akar, I. & Uluman, M. (2013). Elementary education teachers’ accuracy in nominating the gifted student. Journal of Gifted Education Research, 1(3), 199-212. [Google Scholar]
  5. Berman, K. M., Schultz, R. A., & Weber, C. L. (2012). A lack of awareness and emphasis in preservice teacher training: Preconceived beliefs about the gifted and talented. Gifted Child Today, 35(1), 18-26. [Google Scholar]
  6. Bishop, W. E. (1968). Successful teachers of the gifted. Exceptional Children, 34(5), 317-325. [Google Scholar]
  7. Blumen-Pardo, S. (2002). Effects of a teacher training workshop on creativity, cognition, and school achievement in gifted and non-gifted second-grade students in Lima, Peru. High Ability Studies, 13(1), 47-58. [Google Scholar]
  8. Celikdelen, H. (2010). Bilim ve sanat merkezlerinde bilim birimlerinden destek alan üstün yetenekli öğrencilerin kendi okullarında fen ve teknoloji dersinde karşılaştıkları güçlüklerin değerlendirilmesi. [The evaluation of the difficulties of talented students who face during the science and technology lessons in their school, are enrolled in science and art centers].  Unpublished thesis. Selcuk University, Konya. [Google Scholar]
  9. Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78(1), 98. [Google Scholar]
  10. Darga, H. (2010). Brigance K&1 screen II ile ilköğretim 1. sınıfta saptanan üstün yetenekli çocuklara ve sınıf arkadaşlarına uygulanan zenginleştirme programının çoklu zekâ alanlarındaki performans düzeylerini arttırmaya etkisi. [The effect of enrichment programme applied to gifted/highly superior intelligent children and their classmates determined from primary education 1st class level via Brigance K&1 Screen II, on improving their performance levels in multiple intelligence field]. Unpublished dissertation. Gazi University, Ankara. [Google Scholar]
  11. De Villiers, M. R., De Villiers, P. J., & Kent, A. P. (2005). The Delphi technique in health sciences education research. Medical Teacher, 27(7), 639-643. [Google Scholar]
  12. Dimitriadis, C. (2012). How are schools in England addressing the needs of mathematically gifted children in primary classrooms? A review of practice. Gifted Child Quarterly, 56(2), pp 59-76. [Google Scholar]
  13. Eakin, J. R. (2007). How regular classroom teachers view the teaching of gifted students?. Unpublished Dissertation. Walden University. [Google Scholar]
  14. Ekinci, A. (2002). İlköğretim okullarının üstün yetenekli çocukların eğitimine elverişlilik düzeyi ile ilgili öğretmen görüşlerinin değerlendirilmesi (Batman İli Örneği) [Assesment of teachers views related to primary schools feasibility level on educating the gifted (Batman province sample)]. Unpublished Thesis. Dicle University, Diyarbakir. [Google Scholar]
  15. Feldhusen, J. F. (1997). Educating teachers for work with talented youth. In N. Colangelo & G. A. Davis (Eds.), Handbook of gifted education (2nd ed., pp. 547–552). Boston, MA: Allyn & Bacon. [Google Scholar]
  16. Ford, D. Y., & Trotman, M. F. (2001). Teachers of gifted students: Suggested multicultural characteristics and competencies. Roeper Review, 23(4), 235-239. [Google Scholar]
  17. Gokdere, M., & Ayvacı, H. S. (2004).  Determination of primary teachers’ knowledge level about giftedness concept. Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Dergisi, 18, 17-26. [Google Scholar]
  18. Grisham, T. (2009). The Delphi technique: A method for testing complex and multifaceted topics. International Journal of Managing Projects in Business, 2(1), 112-130. [Google Scholar]
  19. Hasson, F., Keeney, S., & McKenna, H. (2000). Research guidelines for the Delphi survey technique. Journal of Advanced Nursing, 32(4), 1008-1015. [Google Scholar]
  20. Hsu, C. & Sandford, B. (2007) The delphi technique: making sense of consensus. Practical Assessment, Research & Evaluation, 12, 1-8.  [Google Scholar]
  21. Hultgren, H. W., & Seeley, K. R. (1982). Training teachers of the gifted: A research monograph on teacher competencies. Denver, CO: University of Denver. [Google Scholar]
  22. Johnsen, S. K., Haensly, P. A., Gail, R. R. & Ford, R. F. (2002). Changing general education classroom practices to adapt for gifted students. Gifted Child Quarterly, 46 (1), p.45-63. [Google Scholar]
  23. Karnes, F. A., Stephens, K. R., & Whorton, J. E. (2000). Certification and specialized competencies for teachers in gifted education programs. Roeper Review, 22(3), 201-202. [Google Scholar]
  24. Linstone, A. & Turoff, M. (2002). The Delphi method: Techniques and applications. NJIT, New Jersey. [Google Scholar]
  25. Maker, C. (1975). Training teachers for the gifted and talented: A comparison of models. Reston, VA: Council for Exceptional Children. [Google Scholar]
  26. Mazza-Davies, L. (2008). Personalizing learning: Exploring the principles and processes of the IEP for young, gifted readers. Unpublished Master’s Thesis. The University of Waikato. [Google Scholar]
  27. Moratta-Garcia, C. (2011). Teachers use of a differentiated curriculum for gifted students. Unpublished Dissertation. University of Southern California. [Google Scholar]
  28. Mosse, J. L. (2003). The nature of gifted education in the regular education classrooms in the elementary schools of a rural western Pennsylvania school district: Implications for a staff development program. Unpublished Dissertation. University of Pittsburgh. [Google Scholar]
  29. Nelson, K. C., & Prindle, N. (1992). Gifted teacher competencies: Ratings by rural principals and teachers compared. Journal for the Education of the Gifted, 15(4), 357-369. [Google Scholar]
  30. Neumeister, K. L. S., Adams, C. M., Pierce, R. L., Cassady, J.C. & Dixon, F.A. (2007). Fourth-grade teachers' perceptions of giftedness: Implications for identifying and serving diverse gifted students. Journal for the Education of the Gifted 30(4), 479-499. [Google Scholar]
  31. Palladino, C. (2008). Teachers’ perspectives on educating the gifted learner within the regular education classroom. Unpublished Dissertation. Walden University. [Google Scholar]
  32. Peine, M. E., & Coleman, L. J. (2010). The phenomenon of waiting in class. Journal for the Education of the Gifted, 34(2), 220-244. [Google Scholar]
  33. Perez, B. B. (1997). Teachers’ attitudes and perceptions towards inclusion of gifted students. Unpublished Master’s Thesis. The University of Texas-Pan American. [Google Scholar]
  34. Powell, C. (2003). The Delphi technique: Myths and realities. Journal of Advanced Nursing, 41(4), 376-382. [Google Scholar]
  35. Ray, K. E. (2009). Competencies for teachers of gifted. In Kerr, B. (ed). Encyclopedia of giftedness, creativity, and talent (pp. 164-165). Sage Publications, USA. [Google Scholar]
  36. Renzulli, J. S. (1986). The three ring conception of giftedness: A developmental model of creative productivity. In Sternberg, R. J. & Davidson, J. E. (Eds). Conceptions of giftedness (pp.53-92). New York, Cambridge University Press. [Google Scholar]
  37. Rohrer, J. C. (1995). Primary teacher conceptions of giftedness: Image, evidence and nonevidence. Journal for the Education of the Gifted, 18(3), 269-283. [Google Scholar]
  38. Sackman, H. (1975). Summary evaluation of Delphi. Policy Analysis, 1(4), 693. [Google Scholar]
  39. Sahin, A. E. (2010). Professional status of elementary teaching in Turkey: A Delphi study. Teachers and Teaching: Theory and Practice, 16(4), 437-459. [Google Scholar]
  40. Schack, G. D., & Starko, A. J. (1990). Identification of gifted students: An analysis of criteria preferred by preservice teachers, classroom teachers, and teachers of the gifted. Journal for the Education of the Gifted, 13, 346-363. [Google Scholar]
  41. Seeley, K. (1998). Facilitators for talented students. In Vantassel-Baska, J. (Ed). Excellence in educating gifted and talented learners (3th ed). (pp.373-488). Denver, Love Publishing. [Google Scholar]
  42. Sisk, D. (2009). Myth 13: The regular classroom teacher can "go it alone". Gifted Child Quarterly, 53(4), 269-271. [Google Scholar]
  43. Sternberg, R. J. & Zhang, L. (1995). What do we mean by giftedness? A pentagonal implicit theory. Gifted Child Quarterly, 39(2), 88-94. [Google Scholar]
  44. Tekbas, D. (2004). Kaynaştırma ortamında üstün zekâlı çocuğa uygulanan zenginleştirme programı hakkında örnek olay incelemesi ve programın etkililiğine ilişkin bir araştırma [An analysis of a sample incident on the enriched programme applied to a gifted child in a mainstreaming environment and a research on the efficiency of the programme]. Unpublished thesis. Gazi University, Ankara. [Google Scholar]
  45. VanTassel-Baska, J. & Stambaugh, T. (2005). Challenges and possibilities for serving gifted learners in the regular classroom. Theory Into Practice, 44(3), 211-217. [Google Scholar]
  46. VanTassel-Baska, J. & Johnsen, S. K. (2007). Teacher education standards for the field of gifted education: A vision of coherence for personnel preparation in the 21st century. Gifted Child Quarterly, 51, 182-205. [Google Scholar]
  47. Vernon, W. (2009). The Delphi technique: A review. International Journal of Therapy and Rehabilitation, 16(2), 69-76. [Google Scholar]
  48. Yang, Y., Gentry, M., & Choi, Y. O. (2012). Gifted students’ perceptions of the regular classes and pull-out programs in South Korea. Journal of Advanced Academics, 23(3), 270-287. [Google Scholar]
  49. Whitlock, M. S., & DuCette, J. P. (1989). Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33(1), 15-21. [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 1

February 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.