Please use this identifier to cite or link to this item:
Title: The relation between teachers’ background and school type and their perceptions of the gifted and gifted education
Authors: Antoun, Maya 
Affiliations: Faculty of Arts and Sciences 
Keywords: Culture
Gifted and talented education
Lebanese teacher perceptions
Mixed methods
Teacher education
Issue Date: 2022-07-17
Publisher: Taylor & Francis Online
Part of: Gifted and Talented International
Volume: 37
Issue: 2
Start page: 134
End page: 151
Teachers’perceptions of their students affect the way they provide opportunities and support for learning. Given that Lebanon has no specific policy or formal school practices for gifted students, it is important to understand what factors might affect education provision to such students. In this study, I investigated perceptions of Lebanese primary school teachers in relation to gifted/highly able students and their education and sought to determine what factors affected these perceptions. I utilized qualitative and quantitative methods in the gathering of data from 281 teachers across three Lebanese governorates. Of the 281 teachers who completed the questionnaire, 12 also participated in the qualitative component, which involved individual semi-structured interviews. The findings suggest how the broader socio-economic cultural context within Lebanon appears to have influenced teachers’ perceptions and the choices made regarding the gifted education provision in classrooms.
ISSN: 15332276
DOI: 10.1080/15332276.2022.2083533
Ezproxy URL: Link to full text
Type: Journal Article
Appears in Collections:Department of Education

Show full item record


checked on Dec 2, 2023

Record view(s)

checked on Dec 1, 2023

Google ScholarTM


Dimensions Altmetric

Dimensions Altmetric

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.