Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students

• Jaret Hodges ^[1] ; Rachel U. Mun ^[1] ; Javetta Jones Roberson ^[2] ; Charles “Tedd” Flemister ^[1]
  1. [1] University of North Texas

     University of North Texas

     Estados Unidos

     
  2. [2] McKinney Independent School District
• Localización: Gifted child quarterly, ISSN-e 1934-9041, ISSN 0016-9862, Vol. 65, Nº 4, 2021, págs. 338-353
• Idioma: inglés
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• Resumen

  • Policy changes are an ever-present part of education. In 2019, legislators upended over two decades of gifted education policy in Texas with the removal of direct funding for gifted education. In its wake, the removal of funding shook educator morale and created uncertainty as to the future of gifted education in the state. In this article, we report on a survey administered to gifted education educators in Texas. A descriptive framework in conjunction with Bayesian analysis and multiple imputations is used to analyze the survey results. Our findings provide evidence that though educator sentiment is largely negative toward the changes to gifted education in Texas, educator outlooks on the future of gifted education in the state are relatively high.