EQUITY THROUGH TEACHER PERSPECTIVE SHIFTS IN GIFTED EDUCATION

This dissertation examined the impact of professional development (PD) on teachers' perceptions of gifted students in one elementary school. Gifted students are often misunderstood and stereotyped merely as "smart kids," overlooking their unique needs and challenges. This study addressed the critical gap in teachers' understanding and the prevailing biases and misconceptions about gifted education. Through targeted professional development interventions, teachers gained essential insights into the characteristics and needs of gifted learners, leading to a compelling shift in their perceptions and teaching practices. The findings support the necessity of equipping teachers with the knowledge and skills to effectively support and identify gifted students, ensuring that giftedness was recognized and nurtured appropriately. This research highlights PD's transformative potential in enhancing gifted students' educational outcomes.