An Hispanic-American Research-based In-service
Academic Leadership - Online Journal,
Vol. 4 No. 1 (2003): Vol-4-Issue-1-January-2003
The majority of regular classroom teachers (i.e. those with no experience teaching gifted and talented
students) have had little or no exposure to gifted education in college courses or in-service training.
With this in mind, a thirty-clock hour, community-based ethnic in-service was developed to teach
research-based theory and practices skills in five gifted student needs areas. The teacher skill areas
were: (a) nature and needs of gifted and talented students, (b) identification and assessment of gifted
and talented students, (c) social and emotional needs, (d) differentiated curriculum, and (e) creativity
and instructional strategies for gifted and talented students. A pre/post teacher self-evaluation was
used to identify skills needed and skills achieved.