Characteristics of Effective Teachers of Gifted Students: Teacher Background and Personality Styles of Students

By C. Mills. 2003

141 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/bcd87043df5bd51f2f8071e76ab5795f9e3f05b4

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

The Role of Psychological and Developmental Science in Efforts to Improve Teacher Quality (2010, background): “However, much existing work on teacher personality factors in education (e.g., Fisher & Kent, 1998; Mills, 2003; Stice, Bertrand, Leuder, & Dunn, 1989; Thornton, Peltier, & Hill, 2005) does not reflect recent advances in theory and methods in the psychological study of personality development.”
Entrepreneurial Passion: A Review, Synthesis, and Agenda for Future Research (2019, background): “…2005; Gagné, 2007), or persistently pursued interests (Duckworth et al., 2007; Chen, Ellsworth, & Schwartz, 2015; O’Keefe et al., 2018), as well as strong, persistent motivation in learning and achievement contexts (e.g., Achter & Lubinski, 2005; Mills, 2003; Noble, Childers, & Vaugham, 2008).”
Honors Students’ Perceptions of Their High School Experiences (2014, methodology): “More recent, Mills (2003) looked at the personality types of exemplary teachers of the gifted using the Myers Briggs Type Inventory.”
Preservice Teachers' Personality Traits and Engagement in Creative Activities as Predictors of Their Support for Children's Creativity (2014, unknown): “Specifically, teachers’ creativity, playfulness, and elaborative teaching style have been positively related to children’s creativity, and teachers’ structured interaction style was negatively correlated with children’s creativity (Graham, Sawyers, & DeBord, 1989; see also Esquivel, 1995; Jeffrey, 2”