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Abstract

This study examined whether teaching experience in the Summer Enrichment Program (SEP) was associated with K–12 teachers' self-reported instructional practices. The sample included 34 teachers, 22 with prior SEP experience and 12 without, who completed the Instructional Practices Survey. Hierarchical multiple regression analysis was used to test whether SEP experience predicted instructional practice ratings after controlling for years of general teaching experience. Results indicated that SEP experience was not significantly associated with variance in self-reported instructional practices, and years of teaching experience showed little independent relationship with the reported practices. Descriptive analyses revealed very similar mean scores for teachers with and without SEP experience, suggesting limited differences in self-reported instructional approaches within the sample. Although the small and uneven sample size may reduce statistical power, the findings may also reflect broader educational changes, as instructional practices closely associated with gifted education are being increasingly incorporated into regular classrooms. Reliance on self-reported data may have limited the detection of subtle differences in classroom practice, and results should be interpreted cautiously given the study's methodological limitations and size. The findings suggest that SEP experience was not associated with measurable differences in self-reported instructional practices for regular classrooms in this sample.

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