Teachers' and principals' perceptions of giftedness and gifted programs. (c2018)

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dc.contributor.author Zoubi, Dana Al-
dc.date.accessioned 2018-10-09T11:33:02Z
dc.date.available 2018-10-09T11:33:02Z
dc.date.copyright 2018 en_US
dc.date.issued 2018-10-09
dc.date.submitted 2018-04-17
dc.identifier.uri http://hdl.handle.net/10725/8602
dc.description.abstract The existent body of knowledge lacks a universally unified definition of the giftedness concept. Yet, it may be described as the manifestation of exceptional levels of aptitude and competence among individuals. Gifted programs were recognized to be effective in nurturing gifted students’ abilities and promoting their academic achievements. However, in Lebanon, giftedness is largely neglected both as an educational program and as a social construct. Driven by this neglect, the purpose of this study was to explore teachers’ and principals’ perceptions of giftedness and gifted programs in the Lebanese context. A mixed methods approach was used to gather quantitative and qualitative data from eleven private schools in Lebanon. The quantitative data was collected through a questionnaire which measured elementary teachers’ conceptions of giftedness and gifted programs provisions. The qualitative data was gathered through interviews with school principals. The interviews assessed principals’ perceptions of giftedness and gifted education provision. The sample consisted of 128 elementary teachers and nine school principals. The study’s results revealed that both principals and teachers highly supported and held positive attitudes toward gifted program provisions and gifted students’ needs. However, none of schools have established a formal program for gifted students. This study is among the first studies to examine teachers’ and principals’ perceptions of giftedness and gifted programs in Lebanon. As such, further complementary research on this topic is recommended. Additionally, this research’s finding informs recommendations practice and policy. en_US
dc.language.iso en en_US
dc.subject Lebanese American University -- Dissertations en_US
dc.subject Dissertations, Academic en_US
dc.subject Gifted children -- Education -- Curricula -- Lebanon en_US
dc.subject Educators -- Lebanon -- Attitudes en_US
dc.title Teachers' and principals' perceptions of giftedness and gifted programs. (c2018) en_US
dc.type Thesis en_US
dc.term.submitted Spring en_US
dc.author.degree MA in Education en_US
dc.author.school SAS en_US
dc.author.idnumber 201508857 en_US
dc.author.commembers Bahous, Rima
dc.author.commembers Nabhani, Mona
dc.author.department Education en_US
dc.description.embargo N/A en_US
dc.description.physdesc 1 hard copy: xii, 110 leaves; 30 cm. available at RNL. en_US
dc.author.advisor Saroufim-McGill, Ketty
dc.keywords Giftedness en_US
dc.keywords Gifted program en_US
dc.keywords Perception en_US
dc.keywords Principal en_US
dc.keywords Teacher en_US
dc.description.bibliographiccitations Bibliography : leaves 75-91. en_US
dc.identifier.doi https://doi.org/10.26756/th.2018.82 en_US
dc.author.email dana.alzoubi@lau.edu en_US
dc.identifier.tou http://libraries.lau.edu.lb/research/laur/terms-of-use/thesis.php en_US
dc.publisher.institution Lebanese American University en_US
dc.author.affiliation Lebanese American University en_US

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