Volume 1 Issue 1-2 (2012)

Gifted Students’ Views About Teachers’ Desired Characteristics

pp. 39-49  |  Published Online: November 2012  |  DOI: 10.12973/edupij.2012.112.4

Tugba Hosgorur, Ali Gecer

Abstract

The aim of this study was to determine gifted students’ teacher preferences. It was designed using the survey model, with both quantitative and qualitative approaches. Participants of the study were 296 gifted students attending Science and Art Centres in the Turkish cities. Data was gathered using the Preferred Instructor Characteristics Scale and adapted into Turkish by the researchers of this study. The quantitative data was analysed through descriptive statistics, t-test and Kruskal Wallis H tests, whilst the qualitative data was analysed through descriptive analysis technique. According to the findings of the study, gifted students consider personal-social characteristics to be more important than cognitive-intellectual characteristics. Preferences of characteristics that students want their teachers to possess do not differ in terms of gender, but they do differ in terms of age and grade. Students stated that they prefer teachers who are interested in them, make the class pleasant and understand them. On the contrary; students expressed that angry, uninterested and boring teachers were the characteristics of an ineffective teacher.

Keywords: gifted students, teacher characteristics, science and art centres

References

Abel, T., & Karnes, F. A. (1994). Teacher preferences among the lower socioeconomic rural and suburban advantaged gifted students. Roeper Review, 17 (1), 52-57.

Altun, F., & Yazici, H. (2010). Learning styles of the gifted students in Turkey. Procedia: Social and Behavioral Sciences, 9, 198-202.

Buyukozturk, S. (2009). Sosyal bilimler icin veri analizi el kitabi. Ankara: Pegem Akademi.

Chae, Y., & Gentry, M. (2011). Gifted and general high school students’ perceptions of learning and motivational constructs in Korea and the United States. High Ability Studies, 22 (1), 103-118.

Chamberlin, M.T., & Chamberlin, S. A. (2010). Enhancing preservice teacher development: Field experiences with gifted students. Journal for the Education of the Gifted, 33 (3), 381-416.

Cheung, H.Y., & Phillipson, S.N. (2008). Teachers of gifted students in Hong Kong: Competencies and characteristics. The Asia-Pacific Education Researcher, 17 (2), 143-156.

Davison, J. (1996). Meeting state mandates for gifted and talented: Iowa teacher preparation programs. Roeper Review, 19 (1), 41-43.

Dorhout, A. (1983). Student and teacher perceptions of preferred teacher behaviors among the academically gifted. Gifted Child Quarterly, 27 (3), 122-125.

Dunn, R., & Milgram, R. M. (1993). Learning styles of gifted students in diverse cultures. In R.M. Milgram, R. Dunn & G.E. Price (eds.), Teaching and counseling gifted and talented adolescents: An international learning style perspective, (3-24). USA: Praeger Publishers.

Edwards, C. H.  (2007). Classroom discipline and management. New York: John Wiley & Sons.

Eilam, B., & Vidergor, H. E. (2011). Gifted Israeli students’ perceptions of teachers’ desired characteristics: A case of cultural orientation. Roeper Review, 33, 86–96.

Gokdere, M., & Kucuk, M. (2003). Science education of gifted students at intellectual area: A case for science art centers. Educational Sciences: Theory and Practice, 3 (1): 118-124.

Gokdere, M., Kucuk, M., & Cepni, S. (2003). Gifted science education in Turkey: Gifted teachers' selection, perspectives and needs. Asia Pacific Forum on Science Learning and Teaching, 4 (2), Article 5.

Hansen, J. B., & Feldhusen, J. F. (1994). Comparison of trained and untrained teachers of gifted students. Gifted Child Quarterly, 38 (3), 115-121.  

Kazu, I.Y., & Senol, C. (2012). Views of teachers about gifted curriculum (Case of BILSEM). E-International Journal of Educational Research, 3 (2), 13-35.

Krumboltz, J., & Farquhar, W. (1957) The effect of three teaching methods on achievement and motivational outcomes in a how to study course. Psychological Monographs, 71 (14), 1-26.

Kucuk, M., Gokdere, M., & Cepni, S. (2005). Difficulties of Turkish science gifted teachers: Institutions of science and art centers. Relieve, 11 (1), 83-98.

Maddux, C.D., Samples-Lachmann, I, & Cummings, R.E. (1985). Preferences of gifted students for selected teacher characteristics. Gifted Child Quarterly, 29 (4), 160-163.

McIntosh, D.E., Dixon, F.A., & Pierson, E.E. (2012). Use of intelligence tests in the evaluation of gifted students. In D. Flanagan & P. Harrison (Eds.), Contemporary Intellectual Assessment: Theories, Tests, and Issues (3rd ed., 623-642). Guilford Publishers: New York.

MoNE [Ministry of National Education]. (2007). Milli Egitim Bakanligi Bilim ve Sanat Merkezleri Yonergesi /online/. Retrieved on 14th June 2012 from http://mevzuat.meb.gov.tr/html/2593_0.html.

MoNE [Ministry of National Education]. (2012). Milli Egitim Istatistikleri (Orgun Egitim) 2011-2012. Retrieved on 14th June 2012 from http://sgb.meb.gov.tr/www/milliegitim-istatistikleri-orgun-egitim-2011 2012/icerik/68.

Rosemarin, S. (2009). Who is the best teacher? Do different kinds of students have different preference? Gifted Education International, 25 (1), 48-55.

Sak, U. (2004). A synthesis of research on psychological types of gifted adolescents. The Journal of Secondary Gifted Education, 15 (2), 70-79.

Sak, U. (2010). Educational programs and services for gifted students in Turkey. In C.J. Maker & S.W. Schiever (eds.), Curriculum development and teaching strategies for gifted learners (3rd ed., 432–441). Austin, TX: Proed.

Sak, U. (2011a). Prevalence of misconceptions, dogmas, and popular views about giftedness and intelligence: A case from Turkey. High Ability Studies, 22 (2), 179-197.

Sak, U. (2011b). An overview of the social validity of the education programs for talented students model (EPTS). Education and Science, 36, 213-229.

Vialle, W., Tischler, K. (2005). Teachers of the gifted: A comparison of students' perspectives in Australia, Austria and the United States. Gifted Education International, 19 (2), 173-181.

Vialle, W., Tischler, K. (2009). Gifted students' perceptions of the characteristics of effective teachers. In D. Wood (Eds.), The gifted challenge: Challenging the gifted, 115-124. Merrylands, Australia: NSWAGTC Inc.

Whitlock, M.S., & DuCette, J.P. (1989). Outstanding and average teachers of the gifted: A comparative study. Gifted Child Quarterly, 33 (1), 15-21.

Announcement

EDUPIJ News!

► New issue coming soon! (Volume 10 Issue 4, 2021)

► Educational Process: international journal has been accepted for inclusion in Scopus | Elsevier and Education Research Abstracts Online (ERA).