Teacher - Gifted Child Quarterly http:/gcq.sagepub.com...

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http://gcq.sagepub.com Gifted Child Quarterly DOI: 10.1177/0016986208319704 2008; 52; 217 Gifted Child Quarterly John G. Geake and Miraca U. M. Gross Teachers' Negative Affect Toward Academically Gifted Students: An Evolutionary Psychological Study http://gcq.sagepub.com/cgi/content/abstract/52/3/217 The online version of this article can be found at: Published by: http://www.sagepublications.com On behalf of: National Association for Gifted Children can be found at: Gifted Child Quarterly Additional services and information for http://gcq.sagepub.com/cgi/alerts Email Alerts: http://gcq.sagepub.com/subscriptions Subscriptions: http://www.sagepub.com/journalsReprints.nav Reprints: http://www.sagepub.com/journalsPermissions.nav Permissions: http://gcq.sagepub.com/cgi/content/refs/52/3/217 Citations at Ebsco Electronic Journals Service (EJS) on April 21, 2009 http://gcq.sagepub.com Downloaded from
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Teachers’ Negative Affect Toward Academically Gifted Students An Evolutionary Psychological Study John G. Geake Oxford Brookes University Miraca U. M. Gross University of New South Wales, Australia Abstract: A frequent reason for teachers not making special provisions for a gifted child is that the child is “not fit- ting in socially.” The conjecture that a psychological source of such negative affect has evolved along with human language was tested with a large sample ( N = 377) of teachers in England, Scotland, and Australia who were under- taking continuing professional development (CPD) in gifted education. Quantitative indicators of teachers’ subcon- scious feelings toward gifted children were measured using a five-dimensional semantic differential instrument. Oblique factor analysis produced a three-factor structure, namely, general characteristics of gifted children including high cognitive abilities, social misfits, and antisocial leaders. Teachers’ negative affect toward gifted children con- cerns the potential use of high intelligence toward social noncompliance. The factor scores for teachers completing the CPD programs were lower for the social noncompliance factors and higher for the general factor compared with scores of teachers commencing the programs. Putting the Research to Use: The results of this research can be used by designers and presenters of teacher profes- sional development (PD) programs in gifted education to address implicit negative attitudes of teachers toward gifted students. The major cause of such negative affect is a deep concern about potential antisocial applications of the intel- ligence of gifted students, and this should be made explicit to PD participants. The results show that teachers’ uncon- scious negative attitudes can be reduced through PD courses in which teachers become more familiar with the characteristics of gifted students and their learning needs. In future PD programs, teachers could be asked to reflect on their personal responses to questions based on this research: Are gifted students potential social misfits? Are gifted students disrespectful of authority? Are gifted students sensitive to the feelings of others? Could gifted students use
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This note was uploaded on 10/07/2009 for the course EDP 300 taught by Professor West during the Spring '09 term at West Chester.

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Teacher - Gifted Child Quarterly http:/gcq.sagepub.com...

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