Exploring Perceptions and Practices: A Quantitative Study of K-3 Teachers and Gifted Students in a Rural South Georgia RESA
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Authors
Hardy, CHRISTINE
Issue Date
2025-12-09
Type
Dissertation
Language
en_US
Keywords
Education , Dissertations, Academic
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Abstract
This quantitative study examined K–3 general education teachers’ perceptionsand classroom implementation of National Association for Gifted Children (NAGC)- aligned best practices for gifted education within a rural South Georgia Regional Educational Service Agency (RESA). The study investigated the frequency with which teachers implemented nine recommended strategies: differentiation, flexible grouping, formative assessment, pacing, enrichment, content acceleration, grade acceleration, family involvement, and professional development. It also explored perceived barriers and observed student outcomes related to these practices. Participants included 60 teachers who reported having at least one formally identified gifted student in their classroom, drawn from a pool of 128 eligible teachers within the RESA. A modified version of the survey developed by Johnsen and Kaul (2019) was used to collect data. Descriptive statistics revealed that while participants overwhelmingly believed in the effectiveness of NAGC-aligned strategies, their implementation varied. Differentiation was the most frequently implemented practice, whereas grade acceleration was the least used. Common barriers included curriculum constraints, limited resources, and low teacher confidence in using specific strategies. Teachers who regularly implemented NAGC-aligned practices reported student outcomes such as deeper understanding, higher-quality work, and increased engagement. The findings suggest that reducing contextual barriers may enhance the alignment between teacher beliefs and instructional practice. This study contributes to the understanding of how early elementary educators support gifted learners and offers implications for professional development, instructional leadership, and future research.
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.