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Differentiated instruction for middl...

Mullin, Garan Paone.

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Differentiated instruction for middle school gifted students within the regular classroom.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Differentiated instruction for middle school gifted students within the regular classroom./
Author:	Mullin, Garan Paone.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
Description:	177 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.
Contained By:	Dissertation Abstracts International77-11A(E).
Subject:	Educational leadership. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10123817
ISBN:	9781369003307

Differentiated instruction for middle school gifted students within the regular classroom.
Mullin, Garan Paone.

Differentiated instruction for middle school gifted students within the regular classroom. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 177 p.

Source: Dissertation Abstracts International, Volume: 77-11(E), Section: A.

Thesis (Ed.D.)--Southern Connecticut State University, 2016.

The purpose of this sequential explanatory mixed methods study was to examine differentiated instruction for middle school gifted students within the regular classroom in Connecticut. The Classroom Practices Questionnaire (Archambault, Jr. et al., 1993) was used to survey teachers on their use of instructional strategies with average and gifted students. Follow up focus groups were held to investigate teachers' rationale for differentiating instruction for gifted students. Quantitative results revealed a significant difference in the instructional strategies used with gifted students compared to average students. Results also revealed a significant difference in the use of instructional strategies for gifted students in districts with a formal gifted program, as well as a significant interaction between subscale and program type. Focus group teacher responses indicated the use of pre-assessment data as primary in making decisions regarding differentiation for gifted students, as well as a reliance on collaboration with the school's gifted teacher, if available.

ISBN: 9781369003307Subjects--Topical Terms:

529436
Educational leadership.

Differentiated instruction for middle school gifted students within the regular classroom.
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500 $a Adviser: William Diffley.
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520 $a The purpose of this sequential explanatory mixed methods study was to examine differentiated instruction for middle school gifted students within the regular classroom in Connecticut. The Classroom Practices Questionnaire (Archambault, Jr. et al., 1993) was used to survey teachers on their use of instructional strategies with average and gifted students. Follow up focus groups were held to investigate teachers' rationale for differentiating instruction for gifted students. Quantitative results revealed a significant difference in the instructional strategies used with gifted students compared to average students. Results also revealed a significant difference in the use of instructional strategies for gifted students in districts with a formal gifted program, as well as a significant interaction between subscale and program type. Focus group teacher responses indicated the use of pre-assessment data as primary in making decisions regarding differentiation for gifted students, as well as a reliance on collaboration with the school's gifted teacher, if available.
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