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Identified gifted student and parent...

Young, Mary Hahn.

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Identified gifted student and parent perspectives: Gifted and talented education in public schools.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Identified gifted student and parent perspectives: Gifted and talented education in public schools./
Author:	Young, Mary Hahn.
Description:	238 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.
Contained By:	Dissertation Abstracts International71-08A.
Subject:	Education, Gifted. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3470188
ISBN:	9781124122557

Identified gifted student and parent perspectives: Gifted and talented education in public schools.
Young, Mary Hahn.

Identified gifted student and parent perspectives: Gifted and talented education in public schools. - 238 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.

Thesis (Ed.D.)--La Sierra University, 2010.

The purpose of this qualitative multicase study was to explore, with a sample of identified gifted students and their parents, perceptions of the gifted and talented programs in public schools. Purposefully selected participants in this study included 52 identified California public school gifted and talented education (GATE) students in grades 4-7 and their parents. This study explored the perceptions of identified gifted children and their parents through the lens of Renzulli's Three Ring Conception theory. The results of this study indicated that parents were generally dissatisfied with inconsistencies in the GATE program in their neighborhood schools but were typically unwilling to transfer their children to the magnet school where the curriculum focuses exclusively on gifted education. Parents specified location convenience and the importance of having their gifted children interact with peers of diverse abilities in the neighborhood schools. Parents whose children attend GATE magnet schools conveyed satisfaction and contentment about the overall GATE program. According to parents, more GATE funding should be available for educating gifted students who will, one day, be our future leaders, researchers, and doctors. Many student participants who attend neighborhood schools asserted their boredom with lessons that are repetitive and articulated interest in assignments and projects that allow them to express their creativity. Additionally, student participants from GATE magnet schools felt consistently challenged.

ISBN: 9781124122557Subjects--Topical Terms:

1673432
Education, Gifted.

Identified gifted student and parent perspectives: Gifted and talented education in public schools.
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245 1 0 $a Identified gifted student and parent perspectives: Gifted and talented education in public schools.
300 $a 238 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.
500 $a Adviser: Sandra Balli.
502 $a Thesis (Ed.D.)--La Sierra University, 2010.
520 $a The purpose of this qualitative multicase study was to explore, with a sample of identified gifted students and their parents, perceptions of the gifted and talented programs in public schools. Purposefully selected participants in this study included 52 identified California public school gifted and talented education (GATE) students in grades 4-7 and their parents. This study explored the perceptions of identified gifted children and their parents through the lens of Renzulli's Three Ring Conception theory. The results of this study indicated that parents were generally dissatisfied with inconsistencies in the GATE program in their neighborhood schools but were typically unwilling to transfer their children to the magnet school where the curriculum focuses exclusively on gifted education. Parents specified location convenience and the importance of having their gifted children interact with peers of diverse abilities in the neighborhood schools. Parents whose children attend GATE magnet schools conveyed satisfaction and contentment about the overall GATE program. According to parents, more GATE funding should be available for educating gifted students who will, one day, be our future leaders, researchers, and doctors. Many student participants who attend neighborhood schools asserted their boredom with lessons that are repetitive and articulated interest in assignments and projects that allow them to express their creativity. Additionally, student participants from GATE magnet schools felt consistently challenged.
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