Primary Teacher Conceptions of Giftedness: Image, Evidence, and Nonevidence

Abstract

This qualitative multisite single case study is designed to explore the conception of giftedness held by four experienced teachers. These teachers were from three school districts piloting the Early Assessment for Exceptional Potential portfolio assessment model (Shaklee, Barbour, Ambrose, Viechnicki, & Rohrer, 1991). Teacher interviews triangulated by multiple secondary sources were analyzed to answer the research question guiding the study: How do primary teachers conceptualize giftedness in young children! Findings revealed that the four teachers shared a similar image of giftedness. This conception had two dimensions: classroom performance and affective style of the students. Teachers assessed children developmentally against their peers for extremely unusual intellectual and/or academic ability as demonstrated by what children said and did, and a “spark, ” or qualitative difference in these children characterized by intensity, high visibility, and/or uniqueness. Four strands of evidence created the teachers' image of child potential.

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