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Effects of Teaching Experience and T...

Edgar, Jessica Marie Fabok.

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Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral./
Author:	Edgar, Jessica Marie Fabok.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	156 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Elementary education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27546945
ISBN:	9781392840368

Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral.
Edgar, Jessica Marie Fabok.

Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 156 p.

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2019.

This item must not be sold to any third party vendors.

This research study examines to what extent the type of teacher training and certified years of teaching experience holds effect on teacher referral of students who is twice-exceptional. 494 primary teachers were surveyed in a large school district in a Southeastern suburb of Arizona. This quantitative, causal-comparative design study utilized an instrument which depicted a student in a hypothetical vignette which was used to determine teacher referral for gifted programming. Optimal Stimulation Theory and Social Dominance Theory provided the foundation for the studies two research questions. A Kruskal-Wallis H test was conducted to answer two research questions designed to test hypotheses regarding the effect of types of teacher training and certified years of teaching experience on the referral of student for gifted programming depicted in a hypothetical vignette. The results for Research Question 1 indicated no significant difference between the type of teacher training on the referral of a student to gifted programming based upon the hypothetical vignette (χ2 (3, N = 334) = 1.76, p = 0.62). The results for Research Question 2 indicated no significant difference between the years of certified teaching experience and the referral of a student to gifted programming based upon the hypothetical vignette (χ2 (3, N = 334) = 1.14, p = 0.77).

ISBN: 9781392840368Subjects--Topical Terms:

641385
Elementary education.

Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral.
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245 1 0 $a Effects of Teaching Experience and Training Type on the Twice-Exceptional Student Referral.
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300 $a 156 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
500 $a Advisor: Kanyongo, Gibbs.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2019.
506 $a This item must not be sold to any third party vendors.
520 $a This research study examines to what extent the type of teacher training and certified years of teaching experience holds effect on teacher referral of students who is twice-exceptional. 494 primary teachers were surveyed in a large school district in a Southeastern suburb of Arizona. This quantitative, causal-comparative design study utilized an instrument which depicted a student in a hypothetical vignette which was used to determine teacher referral for gifted programming. Optimal Stimulation Theory and Social Dominance Theory provided the foundation for the studies two research questions. A Kruskal-Wallis H test was conducted to answer two research questions designed to test hypotheses regarding the effect of types of teacher training and certified years of teaching experience on the referral of student for gifted programming depicted in a hypothetical vignette. The results for Research Question 1 indicated no significant difference between the type of teacher training on the referral of a student to gifted programming based upon the hypothetical vignette (χ2 (3, N = 334) = 1.76, p = 0.62). The results for Research Question 2 indicated no significant difference between the years of certified teaching experience and the referral of a student to gifted programming based upon the hypothetical vignette (χ2 (3, N = 334) = 1.14, p = 0.77).
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