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    School Counselors' Knowledge and Involvement Concerning Gifted and Talented Students

    Access Status
    Fulltext not available
    Authors
    Carlson, N.
    Holcomb-McCoy, C.
    Miller, Ted
    Date
    2017
    Type
    Journal Article
    
    Metadata
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    Citation
    Carlson, N. and Holcomb-McCoy, C. and Miller, T. 2017. School Counselors' Knowledge and Involvement Concerning Gifted and Talented Students. Journal of Counselor Leadership and Advocacy. 4 (2): pp. 89-101.
    Source Title
    Journal of Counselor Leadership and Advocacy
    DOI
    10.1080/2326716X.2017.1294122
    ISSN
    0419-8824
    School
    Centre for Population Health Research
    URI
    http://hdl.handle.net/20.500.11937/54500
    Collection
    • Curtin Research Publications
    Abstract

    This study explored school counselors’ self-reported knowledge and involvement with gifted and talented (GT) students. A survey instrument was developed and completed by 328 school counselors. Principal factor analysis with oblimin rotation identified two dimensions underlying the construct of knowledge and three dimensions underlying the construct of involvement, one of which was “advocacy.” General GT knowledge was associated with all aspects of involvement, and identification knowledge was associated with advocacy.

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