| The purpose of this study is to examine the differences between the treatment group and the control group (which has not had the intervention) with regard to elementary school teachers' knowledge, attitudes, and intentions to use certain strategies regarding academically talented learners.; This study followed a quasi-experimental design. Using and pre-test---post-test format, I attempted to determine whether there was a change in teacher attitudes as a result of a course about the gifted and the importance of differentiated curriculum for the gifted. Thirty one experienced elementary school teachers participated in the study. Data were collected through the use of a beliefs questionnaire designed to assess attitudes about academically diverse students. There were 15 participants in the treatment group and 16 participants in the control group. The treatment group took part in 4 workshop training sessions that lasted 2 hours each over a period of 8 weeks.; The findings of the study reveal that teachers in the treatment group changed their attitudes toward gifted students as a result of the training intervention. However, the teachers in the treatment group did not change their attitudes toward differentiated curriculum for gifted learners. |
