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TITLE
-:
t.
Shaklee,
..
INSTITUTION
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83
.27p.
ABSTRACT
Surveys on competencies for teaching gifted and
talented students were completed by 96 elementary and secondary
teachers of the gifted. Ss were asked to rate actual and desirable
competenciei and to report ot1 a number of perlsonal and demographic
variables. Findings revealed 12,areas,demonstrating the most
significant discrepancy between actualfand desired compet4nce
including\familiarity with screening' and assessment instruments and
methbds, curriculum development.,to foster affective and cognitite
processes, development,of interpersonal skills to strengthen self
concept, and communication of progransoals and objectives to regular
classroom teachers-and the public. Teachers with more teaching
experience and education expressed a more positive view of their
actual competencies. Implications for teacher educition were noted.
Questionnaires are attached. (CL)
-
***1***********************.********************************************
*
Reproductions supplied by EDRSare the best tfilit can be made
from the original document.
*********************************************************,********4A****
* -
CENTER (ERIC)
'
originating ii.
Minor changes have been made to improve
.
sehroduction quality.
Points of view or opinions stated in this docdment do not necessAy represent officisl.NIE
Position or policy.
/
NtEDEP)COMPET
t-
By
Beverly D. Shaklee
Instructor
Ddpartment of Curriculum and Instruction
Mississippi State University
and
Neil G. Amos
Head
' Department of Curriculum and Instruction
Mississippi State University
-I
1983
;)
4
TO THE EDUCATIONALRESOURCES
INFORMATION CENTER (ERIC).,
This
need has extended itself to encompass all teachers, including those in special,.,
''
This research
1
:.
has involved. the use pf a specific instrument designed by the Missouri State
.,......
:..
---b.epar.tment of.
Education,_ Office
9,i
This
4.1..
4. 4
04
evaluation procedures.
teachers of gifted and talented student felt qualified in each of the competencies
listed.
' A statewide random sample of Certified teachers of the gifted and talented
a.
'
junior high,
senior high or cross-level); .13) degree earned (Bachelor's in
_
A
,
Master's in elementary, secondary
'elementary, secondary or 'special education;
or special education.; and other degrees earned);
e)
041.1f/e 00hfemale;
d) type
school dis
icts (59%).
teaching
Table
'
Description of Subpopulations
Actual Compet'a'ftty
Desirable,Copipetency
Degree Earned
.2251
.290**
Sex
.457** '
.737**
',District
.271**
,.254*
Oyerall teachiAg.Experience
I-
..181
:150
,
.151
Level Taqght
..099
Type of Program
-.093
.160
.162
.314
p4.05
**p4 .01
The internal reliability of the actual scale and the desirable scale
.was established at the .95.1evel-thiough computing an Alpha Coefficient.
k
V
These
Table 2
Correl
Desirable
Actual.
COMPETENCY
SD
SD
Screening
3.22
.95,
4.41
.70.
10.54*
Recognize behavioral
signs
3.72
.76
4.66
.50
11.15*
3. Aware of effect of
environmental variables
3.42
1.02
4.22
.85
7.56*
3.06
1.21
1..07
.12
6.55*
.96
4.27
.65
1Q.61*
4.03
.86
9.87*
Assessment
5. Familiar with variety of
instruments and procedures
6. Familiar with alternative
methods to assess
culturally divergent and
economically disadvantaged
3.10
.2
2.66
1.05
2.92
.99
3.80
1.07
3.76
.81
4.82
.54
12.36*
3.66
.92
4.77
.61'
11.23*
3.98
.93
4.68
.64
ll
6.86*
Curriculum
L.
7.52*
3.40
1.10
4.28-
.91
F.
Table 2 codtinued.
Desirable
Actual.
OMPETENCY
SD
SD
Instructign
k
3.68
.93
4.68
.66
. 3.51
..98
4.62
.70
3.81
.95
4.65
-63
8.02*
3.82
.83
4.72
.63
10.00*.
3'.43
1.06
4.46
.71
8.59*
3.46
.92
4.10
'.92
activitit:sing all
content d
ins
14. Plans,instructional
activities to develop
creativity
ofself-concept
'
'
.'
7.13*
,
....
,.
.
3.78.
.97
4.70.
.51
3.81
1.0&)
4'.67
.47--
.84..
4.65.
.63
8.65*
%.
..,
Materials
20. Can use, select and
adapt materials to
strengthen-cognitive
abilities
,
7.89*
3.75
11.15*
ei
abiAti s
1
..
.3.67
1.01
4.57
.61
7.58*
3.67
.96
4.55
.63
8.16*
Table 2 continued.
4
Desirable.
Actual.
COMPETENCY
.
TC
SD
SD
3.37-'. .1 .,20
develop selfconcept
24. Can use,:adapt and
'select materials to
strengthen leadership
.88
8.18*
,
.
,3.18
1.14
4.35 .74
1.'08
4.27
.79
:63
.62
6127*
4.63
:62
-7.33*
4.23
.81
8.67*
'9.02*
.
P
3.31
,8.12
Coordination
(
3.82 .1.15
,
.
27.,Capable of organizing
and coordinating delivery
services
:--
'3.82
3.23
115..1,
.98
29. Effectively.commOnicate
irogram49alsvith
thera
.1.-
.51
1.06
4.28
-86
3.0T 1:07
4.38
.66
10.24*
1:03
4.27
.74
11.66*
.99
'10.98*
4.68
3.42
3.16.
9.29*
Evaluation
31. Can. use a variety of
,insfrumants
-2.95,
Table 2 continue .
Actual
Desirable
COMPETEN
SD
4.26
.77.
10.42*
16,0*
3,07
1.06
4.26
.83p
3.31
1.21
4.56
.72
**
9.35*
*pL...001
Superior students;
cognitive processes;
affeaive processes;
concept;
teachers and the pub14; and all components of the evaluation process.
,The
et
a more
students
a) screening and
involvement of
communication of results;
and inter-
evaluation data.
It%is imperative
(14
rr
Although not
7\
program.
ft
for the gifted. student, interaction between the gifted program and the
regular classroom. should occur at regular'intervals.
of administrars.
the school system, teachers of the gifted and talented must be able to provide
the accountability necessary to establish the positive impac-' of the program. ,
Teachers of the gifted and talented must becOme competent in the use of
Th
evaluation proqedures to monitor student development, evaluate the effectiveness
10
Without
f.
.4
Neil G, Amos
:::LiStedonthe f4o
e.important in designing
,::.and :operagng programs feAilt0-6*incs ,l'Or':esiecompetency, circle the tymber:onthb scale which
r'teache * r
'.competency should be
,DESTRASLE'.(dilETENCIES::
.
ACTUAL COMPETtNCIES:
,,
practiced
....
..
in the
classrooms.
..
to
,.,
rating,
When rating on the ,Desirable ComPOenciedale, a rating .of 1 indicates that you.perc$ive the particular
behaviq
as 'unimportant as a teaChet coMpetelicel!a rating of5 indicates that you perceive the particular
When rating on the Actual Competencies Seale, a rating of 1 indicates that you:perieive the particular
.behavior as occurring in classrooms very rarely; a rating of 5 indicates that you perceive the particular
behavior .as occurring ire** or extensively in classrooms; and a rating of 1,34, pr 4 indicates your
lesceptiOn of thefrequencY:.Of occurrence of the behavior as falling,somewhii0etween'the two extreme
ratngs.
.I
13
Y
QUESTIONNAIRE
NAME:
CURRENT AiI)RESS:
CHECK UN :
Elementary
SCHOOL:.
Junior High
2.
3,
Senior High
CHECK OPE:
1..4_ Bachelor's/
Bachelor's/
Bachelot's/
Secondary Educ,
Sped:al Education
Elem. Educ.
4.
PLEASE ANSWER:
Master's/
Master's'
Elem. ,Educ.
Secondary Educ.
1.
Male
3.
Program Type:
5.
Female
2.
6,
Master's/
Other Degree
Specf:il Educ.
GIFTED TALENTED
7,
YES
NO
4.
'14
15
.
COMDETENCIES FOR TEACHERS OF THE GIFTED QUESTIONNAIRE
Desirable Competencies
Actual Competencies
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5.
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17
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Actual Competencies
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development'and e
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artistic talents.
18.
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MATE IALS
20,
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nrodution.
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Desirable, compgeilcies
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ftediivogram
regtflarinstrUc
Where'appropriate,
llitteacher4of4hifte4 can
effectively communicate the goals
30.
r'
their gifted:students.
EVALUATION
31.
to tmvolve student
parents
faCulty; and
total impact:of,
spec
al service
27