Abstract
In this chapter, gifted students’ perspectives of teacher effectiveness will be explored and supported by a case study of 900+ Australian selective school students. The intellectual, personal, and professional traits most described by gifted students of their “most effective” and their “least effective” teachers were identified using mixed methods survey research. These traits were later analyzed to determine how to counsel teachers desiring to work in a selective school atmosphere. In some cases, these traits were something the teacher possessed naturally, but several were ones that could be supported with consistent professional development and learning within this school environment. The traits identified also corresponded well with previous international research on teacher effectiveness and marked a distinctive difference from what might be regarded as teacher effectiveness for the general population of secondary learners. Some recommendations for future research and practice to further support gifted students will also be provided.
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Rogers, K.B. (2019). Australian Teachers Who Made a Difference: Secondary Gifted Student Perceptions of Teaching and Teacher Effectiveness. In: Smith, S. (eds) Handbook of Giftedness and Talent Development in the Asia-Pacific. Springer International Handbooks of Education. Springer, Singapore. https://doi.org/10.1007/978-981-13-3021-6_68-1
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