School Counselor Preparation to Serve Intellectually Gifted Students: A Texas State Perspective
Document Type
Dissertation
Degree Name
Doctor of Philosophy (Ph.D)
Department
Counseling
Date of Award
Fall 2015
Abstract
The purpose of this study was to investigate the perceived preparedness of school counselors working with gifted and talented students. This study used a non-experimental, cross-sectional, and descriptive research design to survey school counselors employed in major urban school districts within the state of Texas. School counselors were asked about their university preparedness and formal training to work with the socio-emotional needs of gifted and talented students in urban school settings. An exploratory factor analysis (N = 194) resulted in two salient factors compromising of university preparation and post academic training. An application of an ANOVA did not show significant results of perceptions of school counselors who attended accredited universities versus school counselors who did not attend accredited universities. However, descriptive analyses results were examined. They showed that school counselors perceived a lack of formal training to identify and support the needs of minority and low socioeconomic gifted and talented students. Implications of the quantitative research results and recommendations for future research are discussed.
Advisor
Chester Robinson
Subject Categories
Counseling | Social and Behavioral Sciences
Recommended Citation
Test, Traci Lynn, "School Counselor Preparation to Serve Intellectually Gifted Students: A Texas State Perspective" (2015). Electronic Theses & Dissertations. 998.
https://digitalcommons.tamuc.edu/etd/998
