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7 Teacher Perceptions of GATE Certification Practices in a Southern Californian District: A Replication Study

This replication study surveys teachers regarding certification practices in Gifted and Talented Education (GATE). Data sources include Likert survey questions and open-ended interviews with current teachers at seven schools in Southern California. Results indicate that perceptions of identification and gifted student characteristics vary according to the GATE certification status of the teacher but not according to the grade level taught. Teacher participants further indicated that training in GATE is valuable but not necessary for all teachers.

Author(s):

Jessica Cannaday
jcannaday@apu.edu
Azusa Pacific University
United States

Jessica Cannaday is a Professor in the Division of Teacher Education at Azusa Pacific University. She teaches courses in curriculum and instruction, assessment, gifted and talented education, and single subject pedagogy. She also consults on GATE strategies with school districts in Southern California.

Jennifer Courduff
jcourduff@apu.edu
Azusa Pacific University
United States

Jennifer Courduff is an associate professor at Azusa Pacific University. Her areas of expertise are in educational technology, and adaptive technology.