[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-602964-105":59,"doc-detail-602964-en":134},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":127,"head_meta":129,"extra_data":131,"updated_unix":133},105,"en","developing-a-curriculum-efficacy-perception-scale-for-teachers-educating-gifted-students","Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students","","The study develops a valid and reliable curriculum efficacy perception scale for teachers educating gifted students, examining differences by teachers’ gender, field of study, age, professional seniority, and seniority working with gifted students. Data were collected from 350 teachers for exploratory factor analysis, 382 for confirmatory factor analysis, and 283 for scale evaluation by variables. Exploratory analysis grouped 35 items into three factors, explaining 66.70% of total variance, with Cronbach’s alpha of 0.972. Results indicate the scale’s validity and reliability, with differences found across gifted-student working seniority.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/developing-a-curriculum-efficacy-perception-scale-for-teachers-educating-gifted-students/602964/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/developing-a-curriculum-efficacy-perception-scale-for-teachers-educating-gifted-students/602964.png","ImageObject",300,407,{"name":92,"@type":93},"MrHarris58","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-31","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To develop a valid and reliable curriculum efficacy perception scale for teachers working with gifted students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the scale validated and tested?",{"text":117,"@type":113},"Exploratory factor analysis used 350 teachers, confirmatory factor analysis used 382 teachers, and additional evaluation by variables used 283 teachers.",{"name":119,"@type":110,"acceptedAnswer":120},"How many items and factors does the final scale include?",{"text":121,"@type":113},"Exploratory factor analysis showed that 35 items clustered under three factors, explaining 66.70% of the total variance.",{"name":123,"@type":110,"acceptedAnswer":124},"Which teacher-related variables showed differences in the scale dimensions?",{"text":125,"@type":113},"The findings indicate no differences according to gender, field of study, age, or professional seniority, but differences emerged in the subdimensions related to seniority working with gifted students.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},602964,1792105761,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},687212988360,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students  \nDerya YÜREĞİLLİ GÖKSU1  \nMinistry of National Education  \nYücel GELİŞLİ2  \nGazi University  \nAbstract  \nThe aim of this study is developing a valid and reliable curriculum efficacy perception scale for teachers working with gifted students. Viewing the difference between variables of teachers’gender, field of study, age, seniority in the profession and seniority of working with gifted. The research was carried out with 350 teachers for Exploratory Factor Analysis, 382 for Confirmatory Factor Analysis, and 283 teachers for the analysis of the scale according to variables. As a result of the exploratory factor analysis conducted in the study, it was concluded that 35 items in the scale were gathered under three factors. As a result of the exploratory factor analysis, three factors explained 66.70% of the total variance for the whole scale. The value of the Cronbach Alpha (α) for the whole scale was highly reliable with .972. The findings of the research show that the scale of “Curriculum Efficacy Perception of Teachers Working with Gifted” is valid and reliable. The scale was applied to 283 teachers and viewed in accordance with the variables. It has been revealed that the scale dimensions of the teachers do not differ according to gender, field of study, age, seniority in the profession. However it differs for the subdimensions of seniority of working with gifted.  \nKeywords: Gifted students, teacher of gifted, curriculum efficacy perception scale  \nDOI: 10.29329/epasr.2022.248.10  \n1 Dr., Curriculum Development, Ministry of National Education, ORCID: 0000-0002-5218-0010  \nCorrespondence: [deryagoksu06@gmail.com](deryagoksu06@gmail.com)  \n2 Prof.Dr., Gazi University, Ankara, Turkey, ORCID: 0000-0003-2816-3621, [Email: ygelisli@gmail.com](Email: ygelisli@gmail.com)  \nIntroduction  \nThe concept of giftedness, has many different definitions that have been discussed for centuries. Anderson (2000) argues that there are about three hundred different definitions of giftedness. Some of these definitions are as follows. The American Ministry of Education, in the Marland Report (Marland, 1971); defined it as the phenomenon of showing extraordinary ability within an advanced level of performance. In addition to this definition, six different advanced performance areas are listed in the report. While these areas are general intellectual ability, distinctive academic ability, creative/productive thinking, leadership ability, visual and performance arts ability, and psycho-motor ability, these areas also show that giftedness can emerge in different areas.  \nIn the definition of giftedness made by the Ontario Ministry of Education in 1984, it has been accepted as showing learning skills that vary upper level school programs and displaying an unusual/top level domain of intellectual ability (Hoge, 1988) .  \nAccording to Baykoç-Dönmez (2011); gifted and talented; In one, several or all areas of physical growth and development, cognitive-mental development, ability to understand and express oneself, social, emotional development and aesthetic development, which can be observed or measured by experts with various observation and measurement tools, the individuals the state of being at a higher level than their peers. Among gifted individuals, those who differ extraordinarily from their peers are considered gifted individuals (Sönmez, 2011) .  \nRenzulli (1986); suggested that giftedness consists of three components and explained these components as commitment to task, above-average ability and creativity. Commitment to the task can be explained in simple terms as completing a task started or not leaving a task unfinished. In other words, it can also mean commitment to the task, being motivated. Above-average ability has been used in this theory to explain and distinguish between both general abilities and specific abilities. Moreover, in simple terms, above-","cbCaieRAbmjthTBK","https://ap.wps.com/l/cbCaieRAbmjthTBK","pdf",486651,28,"English","# Introduction\n## Definitions of giftedness\n## Role of teachers in gifted education\n## Teacher competence and professional knowledge\n# Abstract\n## Purpose and research design\n## Factor structure and reliability\n## Variable-based findings","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To develop a valid and reliable curriculum efficacy perception scale for teachers working with gifted students.\"},{\"question\":\"How was the scale validated and tested?\",\"answer\":\"Exploratory factor analysis used 350 teachers, confirmatory factor analysis used 382 teachers, and additional evaluation by variables used 283 teachers.\"},{\"question\":\"How many items and factors does the final scale include?\",\"answer\":\"Exploratory factor analysis showed that 35 items clustered under three factors, explaining 66.70% of the total variance.\"},{\"question\":\"Which teacher-related variables showed differences in the scale dimensions?\",\"answer\":\"The findings indicate no differences according to gender, field of study, age, or professional seniority, but differences emerged in the subdimensions related to seniority working with gifted students.\"}]","Developing a Curriculum Efficacy Perception Scale for Teachers Educating Gifted Students | PDF",1792095506,71]