A discription and analysis of administrative models and gifted program options in the State of Kansas, 1990-1991.

Abstract

The purpose of the study was to identify programs used to serve gifted students in Kansas under the gifted mandate. The sample was composed of 306 randomly selected Kansas gifted teachers who received a 12-item survey. It was composed of items presented so that teachers could circle numbers corresponding to correct answers. Additionally, one item was presented as a Likert-Type scale, one item was open ended, and two items asked teachers to write in a response. A total of 235 (76%) surveys were returned. Frequencies and percentages are given. Results indicate that 39% of all gifted teachers in Kansas serve more than one school/day. Teachers are identified as implementors of the majority of programs. Most and least used programs are recorded. Programs are seen in relation to the number of years used, teacher title/certification, goal match, community size, grade levels taught. and future of the program in light of current Kansas political issues.