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Placing gifted students at-risk in m...

Butterworth, Daniel B.

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Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis./
Author:	Butterworth, Daniel B.
Description:	107 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2421.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3408450
ISBN:	9781124046358

Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis.
Butterworth, Daniel B.

Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis. - 107 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2421.

Thesis (Ed.D.)--Walden University, 2010.

Teachers are held responsible for equitable and excellent education in classrooms that are increasingly diverse culturally and student academic ability. The purpose of this study was to better understand the attitudes and experiences of teachers in heterogeneous classrooms regarding teacher preparation in order to implement new research-based strategies for gifted learners. Research questions investigated the relationships linking teacher experience, professional development, classroom practices, strategies and No Child Left Behind (NCLB) mandates within the context of a mixed ability classroom. The sequential mixed method study employed the Educator Survey (ES), interviews, and observations of a randomly selected sample of 23 middle grades teachers in a southeast Georgia school district. Single sample t tests were used to assess patterns of teacher practices, strategies within the ES and NCLB mandates regarding gifted students in mixed-ability settings. Chi-squared analyses were conducted to test for significant relationships between participants' experience level and strategies implemented in the classroom. The qualitative data coded and analyzed for trends that aligned to extend and confirm quantitative findings through triangulation. The study contributes to positive social change by applying research-based strategies to help inform advancements in teacher training and professional development related to delivering gifted education in a heterogeneous mixed-ability setting.

ISBN: 9781124046358Subjects--Topical Terms:

1673432
Education, Gifted.

Placing gifted students at-risk in mixed-ability classrooms: A sequential mixed methods analysis.
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500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2421.
500 $a Advisers: Deborah Focarile; Barry Persky.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a Teachers are held responsible for equitable and excellent education in classrooms that are increasingly diverse culturally and student academic ability. The purpose of this study was to better understand the attitudes and experiences of teachers in heterogeneous classrooms regarding teacher preparation in order to implement new research-based strategies for gifted learners. Research questions investigated the relationships linking teacher experience, professional development, classroom practices, strategies and No Child Left Behind (NCLB) mandates within the context of a mixed ability classroom. The sequential mixed method study employed the Educator Survey (ES), interviews, and observations of a randomly selected sample of 23 middle grades teachers in a southeast Georgia school district. Single sample t tests were used to assess patterns of teacher practices, strategies within the ES and NCLB mandates regarding gifted students in mixed-ability settings. Chi-squared analyses were conducted to test for significant relationships between participants' experience level and strategies implemented in the classroom. The qualitative data coded and analyzed for trends that aligned to extend and confirm quantitative findings through triangulation. The study contributes to positive social change by applying research-based strategies to help inform advancements in teacher training and professional development related to delivering gifted education in a heterogeneous mixed-ability setting.
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