Page 85 - Kukanja Gabrijelčič, Mojca, and Maruška Seničar Željeznov, eds. 2018. Teaching Gifted and Talented Children in A New Educational Era. Koper: University of Primorska Press.
P. 85
cher Strategies to Motivate Gifted Students: A Multiple Case Study on Teacher Behavior
Table 2 Teacher Observation Form: Examples of Selected and Adapted Items from Different
Instruments and Their Relation with SDT
Teacher be- Instrument Original item Adapted item
haviour
Structure COS-r Teacher interview question: The teacher indicates which
‘What content will you cover in subjects will be covered in next
your subsequent lesson?’ lessons.
The teacher set high expecta- The teacher stresses to students
tions for students’ performance. to excel in learning.
TOF Lessons show a sense of plan- The teacher indicates how the
ning, with flexibility. lesson is planned.
Instructor utilizes pre- The teacher utilizes students’
assessment to prevent redun- existing knowledge to prevent
dancy. repetition.
Autonomy COS-r The teacher had students re- The teacher asks students to re-
Support flect on what they had learned. flect on their learning process.
The teacher provides opportu- The teacher provides opportu-
nities for students to develop nities for students to explore
and elaborate on their ideas. and to develop new ideas.
TOF The teacher encourages stu- The teacher encourages stu-
dents’ enthusiasm and persis- dents’ enthusiasm and perse-
tence. verance.
Instructor avoids unnecessary The teacher prevents unneces-
repetition and drill. sary repetition and memoriza-
tion.
Involvement COS-r The teacher encourages stu- The teacher encourages stu-
dents to express their thoughts. dents.
TOF Teacher shows energy and en- The teacher is enthusiastic to-
thusiasm. wards his/her students.
Teacher and students show mu- The teacher shows his/her
tual respect. knowledge about the students.
2 ‘Belongs to the teacher’s behaviour,’ that is, the teacher shows the be-
haviour regularly during the observed lesson.
3 ‘(Almost) perfectly executed, the teacher is an expert,’ that is, the be-
haviour is illustrative of the teacher and an integral part of the teacher’s
behaviour during the observed lesson.
Factor Analysis and Reliability of the Teacher Observation Form
Given the complexity of combining existing reliable instruments into a new
assessment instrument for assessing behaviour of teachers of gifted stu-
dents through the lens of SDT, the importance of retaining only those items
and scales necessary for an understanding of teacher behaviour within the
83
Table 2 Teacher Observation Form: Examples of Selected and Adapted Items from Different
Instruments and Their Relation with SDT
Teacher be- Instrument Original item Adapted item
haviour
Structure COS-r Teacher interview question: The teacher indicates which
‘What content will you cover in subjects will be covered in next
your subsequent lesson?’ lessons.
The teacher set high expecta- The teacher stresses to students
tions for students’ performance. to excel in learning.
TOF Lessons show a sense of plan- The teacher indicates how the
ning, with flexibility. lesson is planned.
Instructor utilizes pre- The teacher utilizes students’
assessment to prevent redun- existing knowledge to prevent
dancy. repetition.
Autonomy COS-r The teacher had students re- The teacher asks students to re-
Support flect on what they had learned. flect on their learning process.
The teacher provides opportu- The teacher provides opportu-
nities for students to develop nities for students to explore
and elaborate on their ideas. and to develop new ideas.
TOF The teacher encourages stu- The teacher encourages stu-
dents’ enthusiasm and persis- dents’ enthusiasm and perse-
tence. verance.
Instructor avoids unnecessary The teacher prevents unneces-
repetition and drill. sary repetition and memoriza-
tion.
Involvement COS-r The teacher encourages stu- The teacher encourages stu-
dents to express their thoughts. dents.
TOF Teacher shows energy and en- The teacher is enthusiastic to-
thusiasm. wards his/her students.
Teacher and students show mu- The teacher shows his/her
tual respect. knowledge about the students.
2 ‘Belongs to the teacher’s behaviour,’ that is, the teacher shows the be-
haviour regularly during the observed lesson.
3 ‘(Almost) perfectly executed, the teacher is an expert,’ that is, the be-
haviour is illustrative of the teacher and an integral part of the teacher’s
behaviour during the observed lesson.
Factor Analysis and Reliability of the Teacher Observation Form
Given the complexity of combining existing reliable instruments into a new
assessment instrument for assessing behaviour of teachers of gifted stu-
dents through the lens of SDT, the importance of retaining only those items
and scales necessary for an understanding of teacher behaviour within the
83
