Poster

Poster 11: Increasing Teacher Self-Efficacy in Gifted Education Through a Summer Institute

Thursday, November 13, 2025

5:15 PM - 6:30 PM ET

Location: Convention Center, Exhibit Hall B

Grade Level: 3-5, 6-8, 9-12, Postsecondary, Professionals

Kelly Margot, PhD

Associate Professor
Grand Valley State University
Grand Rapids, Michigan, United States
Chandra B. Floyd (she/her/hers)

Assistant Professor and Director of Curriculum Development
William & Mary Center for Gifted Education
Williamsburg, Virginia, United States

Short Description: This session presents results from a mixed-methods study exploring teacher beliefs around identifying and serving gifted and twice exceptional (2e) students (pre and post attendance at the summer institute (SI)) through a self-report questionnaire and semi-structured interviews. Researchers highlight decisions made to structure the SI and how those impacted positive changes in participants' beliefs about teaching gifted and 2e students.

Learning Objectives:

Professional development approaches that connect intentional gifted professional development with positive changes in participants' beliefs and practices related to teaching gifted and twice-exceptional students.
Findings from this mixed-methods study examining change in teacher self-efficacy pre and post attendance at a week-long gifted summer institute.
Strategies for providing a gifted summer institute in their school/district based on the research from this study.