gifted teachers: what makes them tick?
DESCRIPTION
Keynote by Marcia Gentry 2010 ECU Gifted Conference www.ecugifted.com September 22, 2010TRANSCRIPT
Student-Identified Exemplary Teachers:
Insights from Talented Teachers1
Marcia Gentry, Ph.D.Professor, Educational Studies
Director, Gifted Education Resource Institute
Purdue University
1In press, Gifted Child Quarterly.
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Exemplary Teachers
Who are they? How do they work? What distinguishes them? How do they reach their students? What can we learn from them?
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Background: How we came upon this study.
In 2 previous studies developing instruments to assess student attitude towards schoolâŠ
My Class Activities (Gentry & Gable, 2001) Student Perceptions of Classroom Quality (Gentry & Owen,
2004)
âŠsome teachers were rated especially high by their students on dimensions associated with learning and school satisfaction.
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Background
Dimensions of Positive Classroom Environments Measured:â Appeal (SPOCQ)
â Challenge (MCA & SPOCQ)
â Choice (MCA & SPOCQ)
â Enjoyment (MCA)
â Interest (MCA)
â Meaningfulness (SPOCQ)
â Self-Efficacy (SPOCQ)
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Background
MCA & SPOCQ each use a 5-point response scale
MCAâ Sample included 163 teachers from 23 schools
teaching 3rd through 6th grade students SPOCQ
â Sample included 241 teachers from 26 schools teaching 7th through 12th grade students
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Sample Selection
We aggregated the dimension scores Identified those who scored .75+ SD higher
than others in the sample This yielded 31 teachers (from the 404
teachers) 8 from MCA, 23 from SPOCQ We eliminated 3 teachers who had fewer than
10 student respondents
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Sample Description
We were unable to locate another 10 teachers, leavingâŠ
18 teachers in our sample, all of whom consented to participate in our study
These teachers come from 9 schools in 8 districts and 4 states (CO, MI, MN, TX)
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Sample Description Rural MN HS #1, Mr. Lee, Social Sciences, Now a principal Rural MN HS #2, Mr. E., Art, Now retired; Ms. SG,,
Agriculture Education Urban TX HS #3, Mr. Bret, G/T Humanities; Ms. SP., G/T
Humanities; Ms. B., G/T Language Arts, now a district g/t coordinator
Rural MI Elementary #4, CC, 3rd grade, now kindergarten Urban MN Elementary #5, Anastacia, 4th grade Rural MI Jr.Hi. #6, Mr. Jeff, Social Sciences Urban MN Elementary #7, Ms. O., 5th grade, g/t, now a HS
reading specialist Suburban CO Elementary #8 Ms. Abby, 4th grade
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Sample Description
Rural Career & Technical Education HS Center #9Mr. Earl, NRAT;
Mr. Leo, Auto-Diesel;
Mr. L., Welding;
Mr. Fredrick, Criminal Justice,
Mr. Tom, Building Trades;
AJ, NRAT, Now retired;
Mr. Bear, Early Education, Now retired.
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Research Design
Mixed Method, primarily qualitative, with quantitative scores used for selection and to describe the teachers
Survey Interview Observations Comments from others
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Data Sources and Collection
Existing data bases from instrument design work
Written survey using e-mail and snail-mail Phone interviews using semi-structured
interview protocol with follow-up questions, taped and transcribed
Personal observations of a sub-sample of 9 teachers
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Data Analysis
Quantitative: Descriptive statistics Qualitative: Frequency of Thematic Responses Qualitative: open, axial, & selective coding
procedures (Strauss & Corbin, 1990) 5 member team independently analyzed data
developing initial codes, then discussed to develop axial codes, with selective codes determined
Member checking
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Results: Descriptive Demographics 61% men, 39% women 10 of 18 teachers held advanced degrees All of the CTE teachers (7) had professional
experience in their fields 16 White, 1 African American, 1 Amerasian 3 teachers had retired, 2 had changed grade levels
and 3 had taken new positions Experience ranged from 6 to 34 years with a
mean of 20.6 years 3 were able to retire but chose to continue
teaching
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Results: Descriptive Demographics Majority taught non-traditional content
â CTE n=8â Gifted/AP n=4â Art n=1â Social Studies/AP n=2â Elementary n=3
Most had âotherâ training and certifications that extended beyond just their grade level or subject requirements, e.g., EMT, CPR, administrative certification, reading, Ed.S., counseling, adult education, scuba instructor, firearms instructor, medical first responder, business owners, juried artist, wilderness tour guide, special education certified, gifted education.
14 teachers had won or been nominated for teaching awards Tables 1 & 2 depict the mean scores on the SPOCQ & MCA
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Participant Appeal Challenge Choice Meaning Self-Efficacy
Aggregate
Mr. Lee n=35
3.75 (.59) 4.00 (.65) 4.09 (.53) 4.43 (.43) 4.11 (.46) 4.08 (.48)
Mr. E. n=17
4.08 (.51) 4.38 (.54) 4.53 (.36) 4.07 (.70) 4.19 (.50) 4.25 (.47)
Ms. SG n=10
3.79 (.62) 3.72 (.56) 4.08 (.46) 3.94 (.50) 3.99 (.57) 3.90 (.48)
Mr. Brett n=18
3.98 (.59) 4.16 (.55) 3.96 (.46) 4.06 (.53) 3.82 (.81) 4.00 (.54)
Ms. SP n=18
3.98 (.59) 4.16 (.55) 3.96 (.46) 4.06 (.53) 3.82 (.81) 4.00 (.54)
Ms. B. n=16
3.72 (.82) 4.01 (.64) 4.24 (.53) 4.06 (.63) 3.93 (90) 4.00 (.66)
Mr. Earl n=58
3.67 (49) 3.92 (.34) 4.22 (.38) 3.95 (.34) 3.85 (.49) 3.92 (.34)
Mr. Leo n=19
3.66 (.68) 4.02 (.49) 3.86 (.48) 3.87 (.45) 3.77 (.50) 3.84 (.46)
Mr. L. n=23
3.68 (.54) 4.00 (.65) 3.97 (.53) 3.90 (.50) 3.93 (.62) 3.90 (.51)
Mr. Fredrick n=43
4.22 (.43) 4.12 (.48) 4.25 (.41) 4.28 (.35) 4.30 (.41) 4.25 (.33)
AJ n=22
3.81 (.48) 3.90 (.52) 4.14 (.33) 3.95 (.36) 3.82 (44) 3.92 (.37)
Mr. Tom n=29
3.91 (.49) 4.10 (.45) 3.84 (.54) 3.91 (.43) 3.86 (.50) 3.92 (.40)
Papa Bear n=63
3.81 (.54) 3.84 (.51) 4.10 (.41) 3.98 (.39) 3.95 (.45) 3.94 (.39)
Total Sample N=7254
3.06 (.83) 3.41 (.72) 3.43 (.69) 3.43 (.71) 3.44 (.70) 3.35 (.62)
Table 1. SPOCQ mean scores
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Participant Challenge Choice Enjoyment Interest Aggregated CC n=20
3.63 (.58) 3.29 (.50) 4.41 (.69) 4.20 (.51) 3.88 (.47)
Anastacia n=18
3.85 (.39) 3.53 (.67) 4.45 (.38) 3.82 (.62) 3.91 (.42)
Mr. Jeff n=20
3.64 (.46) 3.59 (.52) 4.39 (.48) 4.02 (.31) 3.91 (.34)
Ms. O n=22
4.06 (.33) 3.84 (.44) 4.27 (.46) 3.99 (.45) 4.05 (.37)
Ms. Abby n=22
3.69 (.47) 3.55 (.53) 4.34 (.56) 3.89 (.46) 3.87 (.37)
Total Sample N=3806
3.53 (.58) 3.05 (.68) 3.64 (.89) 3.45 (.68) 3.42 (.56)
Table 2. MCA mean scores
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Results: Content Analysis
After identifying major themes we checked for prevalence of the themes among participantsâ responses
These results are shown in Table 3. Theme 2 was most frequently counted with 148 incidences, and Themes 1, 3, & 4 with about 100 occurrences
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Themes
These Teachers⊠know and take a personal interest in their students set high expectations for themselves and their
students make content and learning meaningful and
relevant to the future and respect studentsâ choices have a clear passion for their students, teaching,
and for their content
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Pseudonym Theme 1
Theme 2 Theme 3 Theme 4
Mr. L 6 15 8 7 Mr. E 7 10 4 3 AJ 8 9 6 7 Mr. Jeff 7 9 6 11 Ms. B 6 7 6 4 Anastacia 7 14 6 9 Mr. Earl 13 10 8 7 Mr. Brett 2 11 3 7 Mr. Lee 4 5 7 6 Ms. Abby 9 6 1 13 Mr. Tom 5 13 14 5 Ms. SP 2 8 1 1 Ms. SG 8 1 7 4 Ms. O 4 2 1 4 CC 7 9 6 5 Mr. Leo 5 9 6 3 Mr. Fredrick 7 6 5 6 Papa Bear 2 4 2 1 TOTAL 105 148 97 103
Table 3. Frequency of themes
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Emergent Themes
1. These teachers know and take a personal interest in their students
â Beyond school involvement
â Outside/personal knowledge of students
â View/treat students as individuals
â They donât give up on individual students, try different approaches
â Find their students motivating
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1. These teachers know their studentsâI know my students. I can tell you any student, what their hobbies are, what they do, what theyâre involved inâŠI genuinely know my students. (Mr. L., Welding)
âI love my kids and I let them know it. I let them know I am here for them.â (CC, 3rd grade).
Ms. O. â I believe very strongly that you need to build relationships with the students before youâre going to get high academic achievementâŠclassrooms where students are successful are the ones in which relationships are built from the start.â
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1. These teachers know their students âI go into the classroom and really care about kids. I am interested in them, not just about them learning the subject matter, but actually having a connection with them, the people who they are, and I have an interest in their lives in and outside of school.â
âWhen I ask students what their best experience is in a class, they indicate a teacher who is engaged, and who has taken the time to connect to them as people, and sometimes I think that is what comes first.â (Mr. Lee, SS & Principal)
Whether it was Mr. Earl going to the jail or hospital to help one of his students or Mr. Jeff serving as a sounding board, these teachers connected to their students.â
âIâve never given up on any child, ever.â (Abby, 4th grade)
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Emergent Themes
2. These teachers set high expectations for themselves and for their students.
â Respect for their duty as teachers â Respect for their studentsâ High personal standards of performance in the
classroomâ Support students so they can meet the high
expectationsâ Competitive and continually improving
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2. High expectations for self & students
âIf you expect kids to succeed they will.â (Anastacia, 4th grade)
âThere is a misconception that students like easy teachers and classesâŠI have found that students like to be liked and respond to challenges when they first know that their teacher respects and likes them.â (Mr. Lee, SS/principal)
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2. High expectations for self & students
âI believe that teachers should teach their class like it is the most important class that students will ever take. I take my responsibilities to motivate and to show enthusiasm for the subject matter very seriously.â (Mr. Lee)
âMy students realize that I make them work to âperfect practice makes perfectâ because the work they need to do on the project requires [high level] skills.â (Mr. Tom, Building Trades)
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2. High expectations for self & students
âMy greatest challenge is my competitiveness with myself and how I can do more for my students at school.â (CC)
âThis program was closed down because of lack of enrollment, and I told [the administration] that in 5 years I would have the program at capacity, and I do.â (Mr. L., Welding)
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2. High expectations for self & students
âIâm very demanding, extremely demanding, Iâm very blunt, Iâm very honest. I donât settle for inadequacy.â (Mr. Brett, SS)
I donâtâ care if it was the best essay I had ever read, it would be covered in red pen, so that they would know that there is always something to go back and make better.â (Ms. B., G/T Language Arts)
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Emergent Themes
3. These teachers make content and learning meaningful and relevant to the future and respect studentsâ choices
â Pose real problems
â Relate it to the real world and to studentsâ futures
â Use hands on, active learning
â Offer students a voice, input, and choices
â Develop a welcoming classroom
â Use humor, enjoyment, and fun
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3. Meaningful, relevant content & learningâBuilding a house that will become someoneâs home brings real meaning to their lives. Some wish they could live in a house as nice as the one weâre building.â (Mr. Tom)
âEverything studied in class was directly related to the work the students did at their work experience job sites. I kept showing them how what they were learning in class could be used to help educate and protect young children.â (Mr. Bear, Early Education)
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3. Meaningful, relevant content & learning
âI want the students to recognize that what they do today has a drastic impact on their futureâŠWhen I teach my students, I teach them from experience and with true feeling.â (Mr. Fredrick, Criminal Justice)
âStudents see American Chopper on TV and relate it to what weâre doing in class. Plus they get a skill that they can use to make real money when they graduate.â (Mr. L.)
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3. Meaningful, relevant content & learningâI love to take a kid who doesnât like history, thatâs my passion, I try and convert them. I believe in positive feedback, if they give an answer, Iâll say, âHey, this is a pretty tough question, lets see if anyone can do it.â And if they do, Iâll go crazy, no literally, I do. The kids laugh at it and part of that has to do with the fact that Iâm the football coach and I co-direct the musical here every year. So I know a lot of show tunes apply to things weâre studying. And I have 3 sons, two teenagers, so Iâm up on the lyrics. So I break into song. They appreciate it, and I think humor keeps interest, too. They think Iâm crazy.â (Mr. Jeff, AP Hist)
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3. Choices
Advanced study, independent study, self-pacing, mentorships, apprenticeships, curriculum compacting, acceleration.
Mr. Earl had a âno hats in classâ rule, until one dayâŠ
These teachers acted as developers of talent using skilled/expert instruction in which they focused on individual strengths and interests, while encouraging students to reach their potentials and assisting them with future plans.
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Emergent Themes
4. These teachers have a clear passion for their students, teaching, and for their content
â Believe they make a difference in studentsâ lives
â Open door communication
â High teaching efficacy, confident, not overstated
â Describe greatest accomplishments in terms of the students whose lives they touch
â Students return
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4. Passion for students, teaching & content
âWhen children succeed or feel they are part of our school family, the joy they have cannot be described. Here we donât get a lot of praise or gifts, but the smiles and the happiness the children feel are the greatest gifts. (Anastacia)
Mrs. O described a student âwho started his own business in his 20âs. He credited me for where he was today because I helped him to learn to read.â
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4. Passion for students, teaching & content
âMy love of English pushed me into an English degree and all of my friends got sick of me talking about it, so they told me to go teach.â (Ms. B.)
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4. Passion for students, teaching & content
AJ an electrical technologies teacher described âseeing kids learn, the light go on when they understood the concept or idea. Seeing kids excel and improve themselves because they want to be better. Parents asked me not to retire until after their child had been in my class.â
Mr. Lee stated simply that his greatest achievement was âConnecting with kids.â He is now a HS principal, who still teaches a class each day.
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4. Passion for students, teaching & content
âWorking with former students who have gone on and received their teaching degrees and who are now working as teachers in the schools where we placed them for work experience. I can identify 15 former students who are now working in schools as educators.â (Mr. Bear)
Mr. Fredrick described his greatest achievement as a teacher as âthe first student who graduated from the program to be sworn as a full-time law enforcement officer.â
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4. Passion for students, teaching & content
âI truly believe that I was put on Earth to do what I am doing. Therefore, I better do my best at it.â (CC)
âI have a true passion for the occupational field that I teach. So much so that I still work part-time. I still get excited on Friday afternoons about going to my other job. The only job better than the occupational field in which I work, is teaching the occupation itself.â (Mr. Fredrick, Criminal Justice)
Rabbit trailâŠ
67% of these teachers described positive relationships with administrators, with 7 of 9 administrators agreeing that the student-identified teachers were, indeed exemplary.
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Discussion & Implications
Confirms previous findings related to teacher effectivenessâ Teacher enthusiasmâ Content knowledgeâ Positive & Supportive teacher/students
relationshipsâ Teachersâ beliefs
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Discussion & Implications
Defines attributes of gifted teachers, thus providing exemplars for practicing and aspiring teachersâ Passionâ High expectations of self and studentsâ Sense of humorâ Depth of knowledge in content and of studentsâ Connections and involvement with studentsâ Help students find meaning in learning and prepare for
the future
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Discussion & Implications
Raises the importance of career education and elective, or non-mainstream, courses
Provides lessons for general education on teacher excellence and student satisfaction or attitudes
How might these attributes inform pre-service and in-service teacher education and retention efforts?
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Future Research
Can teachers be taught how to develop positive relationships with students?
What role does humor play in teaching and learning in a broader context?
What might CTE and teachers who have professional experiences offer education in general?
Can the attributes of the gifted teachers by used to develop better in-service teachers?
How can passion for content, kids, and teaching be assessed and used to recruit and retain quality teachers?
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Limitations
No comparison group In general, these teachers teach non-
traditional subjects or students Unable to locate one-third of the teachers
who had similarly high scores
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âIt is on the seniorsâ last day that I take them one at a time to the door and tell them that they are no longer welcome to pass through this door as a student, BUT PLEASE KNOW, that they are always welcome to return as a friend. My door is open! The adventure of life is just beginning and I wish their spirits wellâŠâ (Mr. Earl, NRAT)
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ReferencesGentry, M., & Gable, R.K. (2001). My class activities: A survey instrument to assess
students' perceptions of interest, challenge, choice and enjoyment in their classrooms. (Instrument). Mansfield Center, CT: Creative Learning Press.
Gentry, M. & Hu, Saiying, Peters. S., & Rizza, M.G., (in press). Gifted students in an exemplary career and technical education center: A qualitative inquiry. Gifted Child Quarterly.
Gentry, M. & Owen, S.V. (in press). Student perceptions of classroom quality: Instrumentation for assessing secondary student perceptions of appeal, challenge, choice, meaningfulness, and self-efficacy. Mansfield Center, CT: Creative Learning Press. (Instrument).
Gentry, M., Rizza, M.G., Peters, S. & Hu, S. (2005). Professionalism, sense of community, and reason to learn: Lessons from an Exemplary Career and Technical Education Center. Journal of Career and Technical Education Research, 30, 47-85.
Strauss, A. L. & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Newbury Park, CA: Sage Publications.
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Questions