Investigating Lebanese Primary School Teachers' Perceptions of Gifted and Highly Able Students

Autor/inn/en	Antoun, Maya; Kronborg, Leonie; Plunkett, Margaret
Titel	Investigating Lebanese Primary School Teachers' Perceptions of Gifted and Highly Able Students
Quelle	In: Gifted and Talented International, 35 (2020) 1, S.39-57 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kronborg, Leonie) ORCID (Plunkett, Margaret)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1533-2276
DOI	10.1080/15332276.2020.1783398
Schlagwörter	Academically Gifted; Gifted Education; Student Characteristics; Talent; Elementary School Teachers; Teacher Attitudes; Positive Attitudes; Cultural Context; Ability Identification; Foreign Countries; Lebanon + Suchen Sie Ihr Suchwort? Begabung; Hochbegabung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Ausland; Libanon
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01