The purpose of this study was to form a deeper understanding of how high school teachers view giftedness and gifted education. Open-ended surveys and interviews were conducted with high school teachers in a suburban school district with three large high school, and data were analyzed using a grounded theory methodology. Data were collected and analyzed in two phases with two groups of teachers (n1 = 7 and n2 = 13). Text data from both phases were analyzed separately and then validated using constant comparison processes. Initial coding, focused coding, and theoretical coding led to data categories and an emergent theory to explain high school teachers’ perceptions regarding gifted education. Results indicated a need to clarify the perception of giftedness among high school teachers, as well as how effective training of those teachers can be implemented.

中文翻译：

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高中教师对资优、资优教育和人才发展的看法

本研究的目的是加深对高中教师如何看待天才和天才教育的理解。对拥有三所大型高中的郊区学区的高中教师进行了开放式调查和访谈，并使用扎根理论方法分析了数据。数据由两组教师（n1 = 7 和 n2 = 13）分两个阶段收集和分析。来自两个阶段的文本数据分别进行分析，然后使用不断的比较过程进行验证。最初的编码、重点编码和理论编码导致了数据类别和新兴理论来解释高中教师对天才教育的看法。结果表明需要澄清高中教师对天才的看法，