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Gifted and...: Teacher Reflection an...

Rabon, Patrick Gene,

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Gifted and...: Teacher Reflection and Transformation in Response to Teaching Gifted Students /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Gifted and...: Teacher Reflection and Transformation in Response to Teaching Gifted Students // Patrick Gene Rabon.
Author:	Rabon, Patrick Gene,
Description:	1 electronic resource (269 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
Contained By:	Dissertations Abstracts International85-11A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31243872
ISBN:	9798382346076

Gifted and...: Teacher Reflection and Transformation in Response to Teaching Gifted Students /
Rabon, Patrick Gene,

Gifted and...: Teacher Reflection and Transformation in Response to Teaching Gifted Students /Patrick Gene Rabon. - 1 electronic resource (269 pages)

Source: Dissertations Abstracts International, Volume: 85-11, Section: A.

12 teachers, representing five schools in a district, shared via individual interviews their insights regarding giftedness and the needs of gifted students. These interviews explored the characteristics of giftedness and gifted education, the needs participants identified through their experiences with their students, the choices participants made regarding these needs, and the various ways participants reflected on these choices. This study used reflexive thematic analysis and transformative learning theory to make sense of the data, and a reparative approach shaped the study's approach to the collection and analysis of the data. This study found that participants tended to think in terms of students-as-individuals, using their relationships with students to identify and meet their unique needs. Knowledge of students' lives and varying constructions of giftedness informed participants' choices regarding services provided in gifted serving classrooms. Participants reflected on their choices; however, reflection was sometimes limited by few opportunities to discuss with and learn from other peers in gifted education. This study identifies implications for gifted education, teachers in gifted education, school and district leadership, and researchers. Teachers with school and district leadership would benefit by exploring ways to encourage and support peer feedback and discussions that provide opportunities to share their experiences and learn from each other. Researchers would expand the understanding of gifted education by including the voices of more stakeholders, including teachers, and better understanding the ways teachers make choices in relation to students' needs. Also, this dissertation calls for a reparative approach to research, one that focuses on potential rather than deficits.

English

ISBN: 9798382346076Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Giftedness

Gifted and...: Teacher Reflection and Transformation in Response to Teaching Gifted Students /
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500 $a Advisors: Conner, Deborah K. Committee members: Curry, Kristal L.; Parker, Benjamin D.
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520 $a 12 teachers, representing five schools in a district, shared via individual interviews their insights regarding giftedness and the needs of gifted students. These interviews explored the characteristics of giftedness and gifted education, the needs participants identified through their experiences with their students, the choices participants made regarding these needs, and the various ways participants reflected on these choices. This study used reflexive thematic analysis and transformative learning theory to make sense of the data, and a reparative approach shaped the study's approach to the collection and analysis of the data. This study found that participants tended to think in terms of students-as-individuals, using their relationships with students to identify and meet their unique needs. Knowledge of students' lives and varying constructions of giftedness informed participants' choices regarding services provided in gifted serving classrooms. Participants reflected on their choices; however, reflection was sometimes limited by few opportunities to discuss with and learn from other peers in gifted education. This study identifies implications for gifted education, teachers in gifted education, school and district leadership, and researchers. Teachers with school and district leadership would benefit by exploring ways to encourage and support peer feedback and discussions that provide opportunities to share their experiences and learn from each other. Researchers would expand the understanding of gifted education by including the voices of more stakeholders, including teachers, and better understanding the ways teachers make choices in relation to students' needs. Also, this dissertation calls for a reparative approach to research, one that focuses on potential rather than deficits.
546 $a English
590 $a School code: 1688
650 4 $a Gifted education. $3 3172499
650 4 $a Educational leadership. $3 529436
650 4 $a Teacher education. $3 3172312
653 $a Giftedness
653 $a District leadership
653 $a Teacher reflection
653 $a Gifted students
690 $a 0445
690 $a 0530
690 $a 0449
710 2 $a Coastal Carolina University. $b College of Education and Social Sciences. $e degree granting institution. $3 3820311
720 1 $a Conner, Deborah K. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 85-11A.
790 $a 1688
791 $a Ph.D.
792 $a 2024
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