Investigating Lebanese primary school teachers’ perceptions of gifted and highly able students
Datos Bibliográficos
| ID | 15413623 |
|---|---|
| Autores | Maya Antoun (0000-0001-6017-5804, University of Balamand, autor de correspondencia), Leonie Kronborg (0000-0002-7100-2164, Monash University), Margaret Plunkett (0000-0003-3952-6221, Federation University) |
| Año | 2020 |
| Volumen | 35 |
| Número | 1 |
| Páginas | 39-57 |
| Fecha de publicación | 2020-01-02 |
| Peer Reviewed | Sí |
| Open Access | No |
| Tipo | ARTICLE |
| Revista | Gifted and Talented International (JOURNAL) |
| Identificadores de la revista | ISSN: 1533-2276 • E-ISSN: 2470-9565 |
| Editorial | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/15332276.2020.1783398 |
| OpenAlex | W3044607211 |
| Idioma | EN |
| Citas recibidas | 6 |
| Referencias citadas | 76 |
This article outlines findings of a study that investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students. While there are no specific policy or formal school practices for gifted students in Lebanon, education is nonetheless highly regarded. The aim of the study was to determine whether there were cultural differences in the way giftedness in students was perceived and supported by teachers at the primary school level in comparison to Western conceptualizations and provisions. A study utilizing qualitative and quantitative methods underpinned the gathering of data from 281 teachers across three governorates of Lebanon. Of the 281 teachers who completed the survey, 12 also participated in the qualitative component, which involved individual semistructured interviews. Findings suggested a generally positive attitude by teachers but also an acknowledgment of limited awareness of evidence based on Western understandings and practices associated with gifted education. The resultant data provided insights regarding the implementation of effective teacher education and concomitant support to improve identification
Gifted education · Identification (biology · Mathematics education · Medical education · Pedagogy · Perception · Primary education · Qualitative property · Qualitative research · School teachers · Social science · Sociology · Early Childhood Education and Development · Education, Achievement, and Giftedness · Parental Involvement in Education · Psychology
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| Obras citantes distintas | 6 |
|---|---|
| Citas por año | 1,5 |
| Intervalo de citas | 2022 - 2024 (3) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 6 |