The Journal of the World Council for Gifted and Talented Children

Results
Indirect impact of PDTG
The uniqueness of the teaching-learning situation in pullout courses
Pre-and-post-tests for teacher responses to the open-ended question revealed differences
in their perceptions of teaching-learning situations in gifted pullout courses and in regular schools. A
total of 115 teachers (54 certification, 35 teachers of gifted, and 26 regular teachers) out of a total of
147 participants responded to the question. Multivariate tests revealed a significant main effect
(F [4,106] =13.07, p≤.001, ES = .330). Per-and-post-tests revealed significant differences in two
commonplaces: teacher (F [1,109] = 5.94, p≤.05, ES = .052), and milieu (F [1,109] = 52.46, p≤.001, ES =
.325). Comparison by group yielded a significant difference in the commonplaces of teacher
(F [2,109]=4.13, p≤.05, ES =.071), and comparison by culture (F [2,109] = 4.54, p≤.05, ES = .040) in the
commonplace of milieu.
Table 4 shows the differences in mean scores, F values and effect size between groups and
cultures for the commonplaces of teacher and milieu.
Table 4: Mean Scores (and SD), F values, and Size Effect for differences between pre-post tests for
the commonplaces of teacher and milieu: Results of multivariate tests according to group
and culture.
General Teacher 2.28
(1.82)
Milieu 1.19
(1.35)
Teacher
by Group
Milieu
by Culture
* p< .05 *** p< .001
PDTG Teachers 3.09
(1.75)
Pullout Teachers 1.63
(1.76)
School Teachers 1.46
(1.33)
Jewish Teachers 1.43
(1.39)
Arab Teachers .88
(1.25)
Mean
F Size
(SD)
Effect
Pre-Test Post-Test (df=1,109)
2.74
(1.88)
.25
(.56)
3.07
(1.84)
2.91
(1.94)
1.81
(1.65)
5.94* .052
52.46*** .325
4.13* .071
Gifted and Talented International – 26(1), August, 2011; and 26(2), December, 2011. 151
.26
(.59)
.24
(.51)
4.54* .040
Teacher: In describing the unique characteristics of teaching in pullout centers compared with
regular school curriculum, PDTG participants referred more to the commonplace of teacher than did
pullout teachers and school teachers [M (SD)= 3.07 (1.84), 2.91 (1.94) and 1.81 (1.65] respectively after
leaning in the program. Pre-and-post-tests within groups indicated a significant difference in pullout
center teachers [1.63 (1.76) and 2.91(1.94), MD=1.286, t=3.60, p≤.001]. No difference was detected in
PDTG teachers [3.09 (1.75) and 3.07 (1.84), MD=.019, t=.063, p≤.950], and school teachers [1.46 (1.33)
and 1.81(1.65), MD=.345, t=.850, p≤.404], concerning their reference to the commonplace of teacher.
Milieu: Examination according to cultural orientation showed Arab teachers attributed less
importance to the milieu commonplace than did their Jewish counterparts in per-test [M= 1.43 (1.39)
and .88(1.25)], when teachers from both cultures referred to the commonplace in post-test of milieu
significantly less [.26 (.59) and .24 (.51)].
Table 5 presents pre-and-post-test results of teachers’ answers according to group relating to
the commonplace of teacher by the three dimensions of teachers’ desired characteristics.