Abstract
This study examines teachers' perceptions about their preparation to teach in multicultural settings, specifically working with "gifted Hispanic children." The authors find that in the "absence of training," teachers' perceptions of how to work with multicultural students vary. They conclude that "integrated trainings" are necessary to ensure that all students have access to these gifted programs.
Topics
Program Placement
Professional Development
Preservice Teacher Preparation
English Learner Identification