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Preferences of High Ability (Gifted) Students in Special and Mainstreamed Classes for Particular Teacher Characteristics

Published online by Cambridge University Press:  29 October 2015

Janet Williams
Janet Williams*
Affiliation:
Department of Education, Nedlands Campus Western Australian College of Advanced Education
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Abstract

Despite the critical importance of the teacher in any learning environment, there has been relatively little research into the characteristics of effective teachers of high ability (gifted) students. The majority of studies report the view of ‘experts’ rather than judgements made by the students themselves.

In this study, a modified version of the Student Perception of Teachers (SPOT) rating scale was used to measure the relative importance to gifted students of personal-social, cognitive and classroom management characteristics of teachers.

The sample consisted of two groups of high ability students in years 8,9 and 10 at government senior high schools in Western Australia. One group had been selected to participate in an academic extension programme and therefore the students were in special classes; the other consisted of students of similar ability, but attending the regular school programme.

Similarities and differences in the preferences of the mainstreamed and special groups are outlined, and findings compared with the results of two similar studies carried out in lsrael and the USA, but using only students in special programmes.

lmplications for the selection and training of teachers of high ability students are discussed.

Type
Research Article
Information
The Educational and Developmental Psychologist , Volume 5 , Issue 1 , May 1988 , pp. 32 - 36
Copyright
Copyright © Australian Psychological Society 1988

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References

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