Thirteen Ways of Looking at a Gifted Teacher

Abstract

The role of the teacher of gifted students engaged in independent study is a difficult one to define. Researchers have identified many, including counselor, instructor, guide, facilitator. However, the role that is chosen is often determined by the nature of the specific educational program in which the teacher and pupils are involved. The author examined Impact—a seven year old secondary school gifted program in DeKalb County, Georgia. Through analysis of responses of 351 students to a questionnaire, thirteen role categories emerged. This paper describes those roles and their relative importance to the students who participated in the program.