Date of Award

Spring 6-12-2026

Document Type

Dissertation in Practice

Degree Name

Ed.D. in Teaching and Learning Sciences

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma Hafenstein

Second Advisor

Kimberly Schmidt

Third Advisor

Starla Pearson

Fourth Advisor

Lindsey Reinert

Copyright Statement / License for Reuse

All Rights Reserved
All Rights Reserved.

Keywords

Elementary, Gifted and talented (GT), Mixed methods, Perceptions, Teacher

Abstract

This convergent mixed methods study examined similarities and differences in perceptions of giftedness held by general education teachers and gifted specialists in two suburban elementary school districts. Grounded in social constructivism and labeling theory, the study explored how educator role shapes understandings of giftedness and gifted education. Survey data from 70 educators and interviews with eight participants were analyzed and integrated. Findings revealed alignment regarding the multidimensional and social–emotional nature of giftedness, but statistically significant differences in perceptions were found related to instructional practices and differentiation, identification, autonomy, and service models. Findings also revealed a gap between belief and practice, suggesting that variation across roles is shaped not only by differing viewpoints, but also by structural constraints and role-based responsibilities. Implications point to the importance of strengthening alignment between policy expectations and classroom implementation to support consistent, equitable services for gifted learners.

Copyright Date

6-2026

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Rachel J. Martino

Provenance

Received from ProQuest

File Format

application/pdf

Language

English (eng)

Extent

251 pgs

File Size

4.8 MB

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