Date

8-6-2025

Department

School of Education

Degree

Doctor of Philosophy in Education (PhD)

Chair

Richard Bragg

Keywords

gifted and talented, elementary gifted education, gifted and talented education, gifted endorsed, differentiated instruction

Disciplines

Educational Leadership

Abstract

The purpose of this case study was to explore the factors influencing teachers' attitudes toward gifted education among elementary gifted-endorsed teachers at schools in central Georgia. Gifted education remains an underexplored and underfunded area within the United States (U.S.) educational system, leaving many high-ability students without the support they need to thrive. This researcher investigated the factors influencing elementary teachers' attitudes toward gifted education and how these attitudes, along with teachers' sense of self-efficacy, affect the implementation of differentiated instructional methods in central Georgia schools. Grounded in Gagné's differentiated model of giftedness and talent (DMGT), a gap in the literature regarding how teachers’ perceptions shape their instructional practices was addressed. Using interviews, open-ended questionnaires, and document review, challenges teachers face in providing adequate resources, the impact of professional training, and the systemic barriers that hinder effective differentiation were examined. Findings from this study offered insights into improving teacher preparedness, resource allocation, and policy initiatives to better support gifted education programs. The results contribute to the broad conversation on educational equity, providing evidence-based recommendations to school administrators, policymakers, and educators on how to enhance gifted students' learning experiences in underserved regions. The goal of this study is to advance the field of gifted education and help close the gap between policy mandates and classroom practices by focusing on the practical and theoretical implications.

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