東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Supporting the needs of gifted stude...

Daugherty, Melanie J.

Linked to FindBook

Google Book

Amazon

博客來

Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers./
Author:	Daugherty, Melanie J.
Description:	143 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2328.
Contained By:	Dissertation Abstracts International71-07A.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412079
ISBN:	9781124092737

Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers.
Daugherty, Melanie J.

Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers. - 143 p.

Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2328.

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

Current research shows general education teachers are faced with the challenge of providing for the needs of gifted students; students who have a higher intellectual or creative ability than their same-age peers. There is a lack of understanding of how general education teachers support the needs of gifted students. The purpose of this qualitative case study was to explore how general education teachers differentiate instruction for gifted students in the general education setting. The conceptual framework included Bloom's cognitive taxonomy and problem-based learning theory. Data were collected from 10 general education teachers, then analyzed using Creswell's procedure of dividing data to form common themes. In this procedure, the data were first categorized and coded, then patterns were established and themes were identified to answer the research question. Results indicated that teachers used independent study, learning contracts, ability grouping, and curriculum compacting to support the needs of gifted students. Recommendations include planning time with gifted resource teacher and funding for advanced instructional materials. Understanding the experiences of general education teachers will promote social change with respect to having a more challenging learning environment for gifted students through the use of appropriate enrichment strategies. This increased awareness is significant to teachers, parents, and the community as they work together to ensure the continuation of effective services for gifted students within the general education classroom. Additionally, when teachers promote the development of gifted students through effective techniques and strategies, true classroom effectiveness is achieved. In turn, gifted students develop self awareness that allows them to realize their contributions to self as well as society.

ISBN: 9781124092737Subjects--Topical Terms:

1673432
Education, Gifted.

Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers.
LDR:02907nam 2200313 4500 001 1401803
005 20111017130538.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124092737
035 $a (UMI)AAI3412079
035 $a AAI3412079
040 $a UMI $c UMI
100 1 $a Daugherty, Melanie J. $3 1680959
245 1 0 $a Supporting the needs of gifted students: The perspectives, perceptions, and experiences of general education teachers.
300 $a 143 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-07, Section: A, page: 2328.
500 $a Adviser: Jacque Ensign.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a Current research shows general education teachers are faced with the challenge of providing for the needs of gifted students; students who have a higher intellectual or creative ability than their same-age peers. There is a lack of understanding of how general education teachers support the needs of gifted students. The purpose of this qualitative case study was to explore how general education teachers differentiate instruction for gifted students in the general education setting. The conceptual framework included Bloom's cognitive taxonomy and problem-based learning theory. Data were collected from 10 general education teachers, then analyzed using Creswell's procedure of dividing data to form common themes. In this procedure, the data were first categorized and coded, then patterns were established and themes were identified to answer the research question. Results indicated that teachers used independent study, learning contracts, ability grouping, and curriculum compacting to support the needs of gifted students. Recommendations include planning time with gifted resource teacher and funding for advanced instructional materials. Understanding the experiences of general education teachers will promote social change with respect to having a more challenging learning environment for gifted students through the use of appropriate enrichment strategies. This increased awareness is significant to teachers, parents, and the community as they work together to ensure the continuation of effective services for gifted students within the general education classroom. Additionally, when teachers promote the development of gifted students through effective techniques and strategies, true classroom effectiveness is achieved. In turn, gifted students develop self awareness that allows them to realize their contributions to self as well as society.
590 $a School code: 0543.
650 4 $a Education, Gifted. $3 1673432
650 4 $a Education, Elementary. $3 516171
650 4 $a Education, Curriculum and Instruction. $3 576301
690 $a 0445
690 $a 0524
690 $a 0727
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-07A.
790 1 0 $a Ensign, Jacque, $e advisor
790 1 0 $a Arndt, Jennifer $e committee member
790 1 0 $a Cavanagh, Tom $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412079