Faculty Publications

Title

Effects of a legislated mandate: The comprehensive school improvement process and middle-level gifted and talented programming

Document Type

Article

Journal/Book/Conference Title

Roeper Review

Volume

28

Issue

4

First Page

224

Last Page

231

Abstract

This descriptive study investigated two areas: (a) perceived changes in gifted and talented (G/T) programming in Iowa from the time a state mandate was implemented to the time of the study, and (b) perceived effects of the mandate on G/T programming in Iowa. Perceptions of middle-level teachers of gifted and talented students (n = 111) were compared with middle-level principals (n = 104). Results revealed statistically significant perceived changes (p <. 05) for all provisions of the mandate, indicating changes in G/T programming. The respondents perceived the mandate strengthened G/T programming or did no harm. Some group differences were found in perceived Levels of Use (LoU) of Implementation, but no differences were found concerning perceived effects. © 2006 Taylor and Francis Group, LLC.

Original Publication Date

1-1-2006

DOI of published version

10.1080/02783190609554368

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