Gifted and talented learners in the Saudi Arabian regular classroom: A needs assessment

The study investigated the present status of gifted education in Saudi Arabia, estimated the concept, knowledge, and attitude of Saudis regarding gifted learners and their education, assessed the perceived needs and interests of gifted learners in the regular classrooms; and identified the important competencies that regular classroom teachers need to become effective teachers of gifted learners. Data were gathered by means of a 4-point Likert scale questionnaire and interviews from educational and counseling supervisors, counselors, schools principals and deputies, and teachers of twenty three male preparatory and secondary schools. In addition, a few gifted learners and their parents were interviewed. The data were analyzed and frequency distributions, means, percent, and standard deviation were calculated. Furthermore, preliminary analyses revealed no differences for type of occupation (teachers, building administrators, and supervisors) or type of school (preparatory and secondary) using separate analyses of variance and Pearson product moment correlations for both parts two and three of the questionnaire, consequently, the data were combined for all subjects for all subsequent analyses.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Special Education

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2011

Author dc:creator

• Maajeeny, Osama Hassan

Contributors dc:contributor

• Weller, Charles

• Education, Special

Statement dc:rights

• Copyright 1990 Maajeeny, Osama Hassan

Language dc:language

eng

Identifier

AAI9114329
(UMI)AAI9114329

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/18933