Date of Completion


Embargo Period



gifted, blended learning, elementary education, attitudes, self-efficacy

Major Advisor

Dr. Del Siegle

Associate Advisor

Dr. Catherine A. Little

Associate Advisor

Dr. E. Jean Gubbins

Field of Study

Educational Psychology


Doctor of Philosophy

Open Access

Campus Access


Gifted students were offered the opportunity to increase their access to their gifted teacher, gifted peers, and gifted resources through a blended learning website that extended their pullout gifted unit. The purpose of the research was to determine if teachers’ observation of gifted students participating in this model while in their classroom influenced their own attitudes toward gifted education and efficacy toward gifted students and blended learning. A sample of 43 classroom teachers of gifted students was surveyed with a compilation instrument before and after the intervention unit in a quasi-experimental design. After an ANCOVA analysis in SPSS, the treatment group reported statistically significantly higher attitudes toward gifted education and self-efficacy for working with gifted students than the control group after controlling for initial differences in four of the five constructs measured. Treatment teachers felt more self-efficacy for working with their gifted students (p < .001), believed more in the future eminence of gifted students (p < .001), were more likely to believe that gifted students need more resources to reach self-actualization (p < .001), and were more likely to feel resources should be allocated in schools for gifted students (p < .001). Limitations, including research design and sample size, are addressed. Implications for future research are presented.