DOI: 10.17478/jegys.2018220 ISSN: 2149-360X

The Gifted Pedagogies and Practices Scale: A Validation Study of an Equity-Embedded Tool for Professional Learning

Angela M. Novak
Show PDF Cite
In a QUAL + QUANT exploratory sequential mixed-methods design, I followed a three-phase plan to develop and validate the Gifted Pedagogies and Practices Scale (GPPS), designed to measure educators’ self-reported gifted knowledge/practice (K/P) across equity-embedded stems. In phase one (qualitative), I conducted thematic analysis of eight artifacts (observation forms, scales, standards), generating an initial item pool (kstem = 47) of K/P pairs in phase two (mixed methods). I refined the scale through expert peer debriefing and content validity review (kstem = 43, n = 7) as well as a pilot study (kstem = 27, n = 25) using exploratory factor analysis (EFA). In phase three (quantitative), I conducted iterative EFA (four rounds, n = 39, 60, 76, 157) and confirmatory factor analysis (CFA; n = 327) for validation. The final EFA resulted in the 20-item scale (40 K/P pairs) and a three-factor model—gifted and talented curricular and whole child support; equity and access; and culturally sustaining identification and accommodations—with positive factor loadings and excellent model fit on the CFA. With high reliability across EFA (α = .986) and CFA (α = .988) samples, I tested a second-order model and bifactor indices; both supported a single general factor. Results indicate that the three factors cohere around a unified culturally sustaining gifted instruction construct. The GPPS offers gifted professionals a validated tool for assessing professional learning needs, identifying the knowledge-practice gap to support targeted professional learning in equity-centered gifted education.

More from our Archive