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Construction of effectiveness indicators of gifted education in elementary school
gifted education teacher
construct the indicators
This study aims to explore the construction of effectiveness indicators of gifted education in elementary school. Therefore, the self-developed questionnaire, “Gifted Education Effectiveness Indicators In Elementary School”, was administered to 260 subjects, including gifted education teachers and administrators in elementary schools from four areas around Taiwan. According to the purpose of the study, literature analysis and Delphi technique were used to construct the effectiveness indicators of gifted education in elementary school, then the questionnaire survey was used to collect quantitative data, and interview method was adopted to gather teachers’ opinions to explain and expand the results of quantitative analysis. The major findings were as the following: 1. The structure of gifted education effectiveness indicators was constituted by three levels, six dimensions, twenty projects, seventy-two indicators, which by using CIPP model were divided into four facets, each one containing different dimensions. The context facet includes "Administrative and Support"; the input facet includes "Teacher and Professional Development"; the process facet includes "Identification, Placement and Guidance", "Curriculum, Teaching and Assessment"; the product facet includes "Student Achievement" and "Class Features". 2. There is no significant difference in the appropriateness and consensus among the gifted teachers and the administrators of different backgrounds variables (gender, age, educational background, seniority, professional background, regions). 3. The implementation of gifted education effectiveness indicators showed five areas of difficulty: lack of teachers, teachers' large amount of work and duties, diverse individual differences among gifted students, effectiveness is hard to see in the short term, and some indicators are difficult to observe. Four suggestions demonstrate that some indicators need to be flexible for adjustment, student learning outcomes are more suitable for individual assessment, these indicators can be combined with IGP or transcripts, class features of the qualitative description can be guided, and the results of self-assessment should be to help teachers. Finally, based on the research findings, suggestions regarding the construction of effectiveness indicators and the implementation of gifted education in elementary school are proposed. Keywords: construct the indicators, effectiveness indicators, gifted class, gifted education, gifted education teacher
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