Abstract
This survey examines teacher response to techniques utilized in general education and gifted education inservice and staff development. Comments concerning teachers' needs, and most and least beneficial techniques for meeting those needs, were categorizod and the data were analyzed. Survey results indicate that teachers have a variety of expectations for inservice experience and their needs are varied due to differing experience and exposure in the field of gifted education. Results also indicate that inservices spanning a wide range of grade levels are not as helpful as those separated by grade levet or subject area. Therefore, it is recommended that a needs assessment be administered prior to planned inservice in order to assist school personnel and consultants in designing the inservice experience.
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