Date

4-2011

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Mark Angle

Primary Subject Area

Education, Elementary; Education, Early Childhood; Education, General

Abstract

This study examined perceptions of administrators and kindergarten teachers
regarding kindergarten giftedness. The study looked at whether administrators and
teachers believe kindergarten students can be gifted; whether their schools and districts
have policies in place to identify those students; and whether they are required to vary the
curriculum for these students. All elementary-school administrators and kindergarten
teachers in North Carolina were invited to participate in the study. The survey
respondents consisted of 127 administrators and 260 kindergarten teachers. The data
concluded that although 98% of respondents believe kindergarten students can be gifted,
almost 70% of their schools and districts do not currently have a process in place to
identify those students. The results also indicated that the majority of kindergarten
teachers and administrators agreed that identification of giftedness in kindergarten is not
detrimental to a student’s future development. Further results showed no relationship
between classroom practices of teachers required to alter the curriculum for students
perceived as gifted and those who were not required to alter it. In addition, the research
identified the practices of teachers who believe that kindergarten students can be gifted.
The resulting implications and recommendations are also included.

Download

Share

COinS