Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and USA.
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| Title: | Cross-Cultural Predictors of Teachers' Attitudes toward Gifted Education: Finland, Hong Kong, and USA. |
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| Language: | English |
| Authors: | Tirri, Kirsi A., Tallent-Runnels, Mary K., Adams, Aida M., Yuen, Mantak, Lau, Patrick S. Y. |
| Peer Reviewed: | N |
| Page Count: | 26 |
| Publication Date: | 2002 |
| Document Type: | Reports - Research Speeches/Meeting Papers |
| Descriptors: | Academically Gifted, Cultural Differences, Cultural Influences, Elementary Secondary Education, Foreign Countries, Student Teachers, Teacher Attitudes |
| Geographic Terms: | Finland, Hong Kong |
| Abstract: | This study investigated teachers' culture-dependent attitudes toward gifted education. A group of 147 Finnish teachers, 214 Hong Kong teachers, and 160 American teachers (preservice teachers, regular classroom teachers, and teachers of gifted students) completed an attitude toward gifted education scale. Researchers used the resulting data to examine the relationship of attitude to variables such as age, gender, having a gifted family member, and respondent giftedness. The study focused on the relationship between teachers' attitude and culture. Bayesian predictive discriminant analysis demonstrated cultural differences. The variable, "there are no gifted children in our school," was the most discriminating item on the questionnaire. American and Finnish teachers both strongly disagreed with this item, while Hong Kong teachers disagreed less strongly. The second most discriminating variable, "the gifted should spend their spare time helping those who progress less rapidly," was supported most strongly by Hong Kong teachers, while American teachers had varying attitudes and Finnish teachers had two opposing attitudes. On the third most discriminating variable, "all children are gifted," Hong Kong teachers differed from the western teachers by strongly disagreeing. The study instrument is appended. (Contains 17 references.) (SM) |
| Entry Date: | 2002 |
| Accession Number: | ED464062 |
| Database: | ERIC |
| Abstract: | This study investigated teachers' culture-dependent attitudes toward gifted education. A group of 147 Finnish teachers, 214 Hong Kong teachers, and 160 American teachers (preservice teachers, regular classroom teachers, and teachers of gifted students) completed an attitude toward gifted education scale. Researchers used the resulting data to examine the relationship of attitude to variables such as age, gender, having a gifted family member, and respondent giftedness. The study focused on the relationship between teachers' attitude and culture. Bayesian predictive discriminant analysis demonstrated cultural differences. The variable, "there are no gifted children in our school," was the most discriminating item on the questionnaire. American and Finnish teachers both strongly disagreed with this item, while Hong Kong teachers disagreed less strongly. The second most discriminating variable, "the gifted should spend their spare time helping those who progress less rapidly," was supported most strongly by Hong Kong teachers, while American teachers had varying attitudes and Finnish teachers had two opposing attitudes. On the third most discriminating variable, "all children are gifted," Hong Kong teachers differed from the western teachers by strongly disagreeing. The study instrument is appended. (Contains 17 references.) (SM) |
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