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Perseverance of Gifted and Talented ...

Steelreed, Jeannie Marie.

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Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study./
Author:	Steelreed, Jeannie Marie.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
Description:	246 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
Contained By:	Dissertations Abstracts International81-06A.
Subject:	Curriculum development. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27547189
ISBN:	9781392487198

Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study.
Steelreed, Jeannie Marie.

Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 246 p.

Source: Dissertations Abstracts International, Volume: 81-06, Section: A.

Thesis (Ed.D.)--Liberty University, 2019.

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

The purpose of this transcendental phenomenological study was to describe the perseverance of gifted and talented graduates of International Baccalaureate Diploma Programmes. At this stage of the research, persevering factors are generally defined as characteristics such as academic rigor, family support, and community service, which lead to successful completion of the IBDP upon high school graduation (Atkas & Guven, 2015; Fitzgerald, 2015; Monreal, 2016; Ryan et al., 2014; Saavedra, 2016; Wright & Lee, 2014). Guiding this study was the social cognitive theory, by Albert Bandura, and the social development theory by Lev Vygotsky, as they relate the learning atmosphere to the knowledge acquisition of students (Bandura, 1971, 1986; Vygotsky, 1978). This study focused on four research questions: RQ1: How do participants, both educators and gifted and talented graduates, describe their experiences in International Baccalaureate Diploma Programmes?; RQ2: What characteristics of classroom practices do the participants identify as influential to their academic persistence in IBDP; RQ3: What challenges did participants face during their experience in the IBDP; RQ4: What factors do the participants, both educators and gifted and talented graduates, attribute to the perseverance to high school graduation? Data collection methods included participant interviews, writing prompts, and focus groups. Participants included five graduates of the IBDP and 5 teachers in an IBDP. Data analysis methods included open coding, establishing patterns, structural description and textural descriptions. Bracketing was conducted through journaling.

ISBN: 9781392487198Subjects--Topical Terms:

684418
Curriculum development.

Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study.
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245 1 0 $a Perseverance of Gifted and Talented Graduates from International Baccalaureate Diploma Programmes: A Transcendental Phenomenological Study.
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500 $a Source: Dissertations Abstracts International, Volume: 81-06, Section: A.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this transcendental phenomenological study was to describe the perseverance of gifted and talented graduates of International Baccalaureate Diploma Programmes. At this stage of the research, persevering factors are generally defined as characteristics such as academic rigor, family support, and community service, which lead to successful completion of the IBDP upon high school graduation (Atkas & Guven, 2015; Fitzgerald, 2015; Monreal, 2016; Ryan et al., 2014; Saavedra, 2016; Wright & Lee, 2014). Guiding this study was the social cognitive theory, by Albert Bandura, and the social development theory by Lev Vygotsky, as they relate the learning atmosphere to the knowledge acquisition of students (Bandura, 1971, 1986; Vygotsky, 1978). This study focused on four research questions: RQ1: How do participants, both educators and gifted and talented graduates, describe their experiences in International Baccalaureate Diploma Programmes?; RQ2: What characteristics of classroom practices do the participants identify as influential to their academic persistence in IBDP; RQ3: What challenges did participants face during their experience in the IBDP; RQ4: What factors do the participants, both educators and gifted and talented graduates, attribute to the perseverance to high school graduation? Data collection methods included participant interviews, writing prompts, and focus groups. Participants included five graduates of the IBDP and 5 teachers in an IBDP. Data analysis methods included open coding, establishing patterns, structural description and textural descriptions. Bracketing was conducted through journaling.
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