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Exploring High Ability in Egalitarian Settings: Swedish School Teachers and Gifted Students

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  • Roland S. Persson

Abstract

Recent research suggests that highly able students who are integrated in traditional classrooms need teachers who possess specific characteristics. The knowledge of such characteristics provides an important understanding when studying the implementation of gified education in a setting such as Sweden which does not recognize giftedness as a reason for special provision. The present study explored differences between characteristics identified by Terrell, Kress, and Croft (1988) as discriminating successful teachers of the gifted from less successful teachers and a sample of Swedish teachers in the Swedish comprehensive school system (N = 232). A translated and adapted version of the Teacher Perceiver Inventory (TPI) served as basis for the comparison. Results showed that characteristics deemed particularly significant for successful American teachers of gified children were ranked relatively low in terms of importance by Swedish teachers.

Suggested Citation

  • Roland S. Persson, 1999. "Exploring High Ability in Egalitarian Settings: Swedish School Teachers and Gifted Students," Gifted and Talented International, Taylor & Francis Journals, vol. 14(1), pages 6-11, March.
    • Handle: RePEc:taf:ugtixx:v:14:y:1999:i:1:p:6-11
    DOI: 10.1080/15332276.1999.11672900
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