Artifact #7: Annotated Bibliography

Intasc Standards:

Standard #9: Professional Learning and Ethical Practice: The teacher engages in ongoing
professional learning and uses evidence to continually evaluate his/her practice, particularly the
effects of his/her choices and actions on others (learners, families, other professionals, and the
community), and adapts practice to meet the needs of each learner.

Standard #10: Leadership and Collaboration: The teacher seeks appropriate leadership roles
and opportunities to take responsibility for student learning, to collaborate with learners,
families, colleagues, other school professionals, and community members to ensure learner
growth, and to advance the profession.

New York State Code of Ethics:

Principle 3: Educators commit to their own learning in order to develop their practice.

DOE Claims:
Claim 1: Medaille College graduates know the subject matter in their certification area(s)
Claim 2: Medaille College graduates meet the needs of diverse learners through
effective pedagogy and best teaching practices.

CAEP Standards:
Standard 1. Content and Pedagogical Knowledge

ISTE Standards:
Learner:
1C: Stay current with research that supports improved student learning outcomes, including
findings from the learning sciences
3B Establish a learning culture that promotes curiosity and critical examination of online
resources and fosters digital literacy and media fluency.

ILA Standards:
6: Professional Learning and Leadership

CEC Standards:

Standard 1: Learner Development and Individual Learning Differences

Article Reference
Sayi, A.K. (2018). Teachers’ Views about the Teacher Training Program for Gifted Education.

Journal of Education and Learning, 7(4), 262-273.

Objective/Purpose
The purpose of this article was to examine the opinions of teachers who participated in a

training program designed for working with gifted children. The teacher training program was

implemented with the goal of providing teachers knowledge and experience on teaching gifted

children. The article examines the results of the teacher’s views of the strengths and limitations

of the program.

Target Population/Participant Number

The study took place in Turkey with seventy-one participants consisting of fifteen male

teachers and fifty-six female teachers. Although all participants are trained educators, it was

shared that the teachers lacked the training on working with gifted children.

Research Method
This study took place using mixed research, both qualitative and quantitative data, in a

semi-experimental design. A survey research questionnaire was provided to each individual

whom completed the teacher training program. The questionnaire consisted of twenty questions.

Sixteen of the questions were implemented using a six-point Likert Scale and four quasi-

structured open-ended questions. The responses of these four questions were then coded using a

three-way coding procedure in order to obtain qualitative data. The quantitative data was

presented as frequency, mean, and standard deviation values.

Article Summery
 According to Sayi (2018), children who are gifted fall within the spectrum of special

education and teaching students with these higher learning cognitive abilities requires certain

techniques and modifications to classroom instruction. Many teachers do not receive this training

prior to or during their professional career and thus gifted students can have underachieving

results or even end their education career. The author emphasizes the importance of a good

education being the right of each child, including gifted children (Savi, 2018, p.262). A

certificate teacher training program for gifted children was implemented and teachers’ views

were gathered to determine if teachers felt a sense of educational empowerment. The researchers

used a quasi-experimental design on one group to measure the perceptions of the participants

who engaged in this certificate program. The training program took place over a two-week

period in which participants participated for 10 hours a day on the weekend, a summative

training of forty hours. The participants were pretested on their foundational knowledge of the

topic. The content of the training program focused on gifted students, creative thinking and

critical thinking. (Savi, 2018, p.265)

Results/ Outcomes:
The seventy-one teacher participants who participated in the gifted student teacher

training were generally satisfied with the program. It increased the participants awareness and

provided them with sufficient application information. The biggest concern of the participants

was the lack of time and a need for more in-depth knowledge of the program. This article shared

that previous studies have resulted in similar results. Therefore, this is a limitation for this type of

program. Furthermore, with the use of previous research, the author shows that long term teacher

training makes for more permanent learning. Another outcome was that teachers need to spend

time learning practically with their own individual students. The author suggested a supervisor

program which would support the increase in duration and more direct supports for teachers
working with gifted students. Besides participants concerns about duration and practical

experience, “the Teacher Training Program for Gifted Education’ (TTPGE) was found

productive by the pedagogical qualifications of the instructors, the satisfaction of the program

and the qualifications of instructors related to the field” (Sayi, 2018, p. 270)

I would consider the need for more practical learning and the subsequent results of this learning a

limitation. Something to be considered for future research. A question to ask and study the

results of, would be how the participants were able to apply their new found knowledge with the

students classified as gifted in their respective classrooms and measure the results through the

students learning based on an increase in challenge.

The strength of the article was showing how impactful and empowering the teacher training was

to the participants involved, showing how useful this topic is needed in both pre professional and

professional careers of educators. This article was selected as I was looking for more knowledge

on the topic myself and the article highlighted that this seems to be a common consensus

amongst educators.

Classroom Application
When working with higher learning cognitive abilities or identified gifted students, it is

important to challenge them in ways that will extend their learning. This can be done by

extending the breadth of work as well as increasing the depth of assignments or tasks. An

example of this would be having the student choose a topic (within the unit that you are teaching

to their peers) based of their own personal interests and have them complete research and tasks

and present it in a way of their choice. Students are required to keep up with their usual

schoolwork however challenging them based on their own interests is essential in their learning

trajectory. I believe that it is essential to be lifelong learners and continue to grow as teachers.

This article reminded me that new types of teaching methods are continuously being developed
and as a teacher, I need to be flexible in modifying my program and methods for all students on

the learning spectrum.