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A Phenomenological Study of Lived Ex...

Watgen, Penny L.

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A Phenomenological Study of Lived Experiences of Middle School Gifted Education Teachers in Their Work with Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Lived Experiences of Middle School Gifted Education Teachers in Their Work with Students./
Author:	Watgen, Penny L.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	159 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
Contained By:	Dissertations Abstracts International82-04A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28094579
ISBN:	9798678162885

A Phenomenological Study of Lived Experiences of Middle School Gifted Education Teachers in Their Work with Students.
Watgen, Penny L.

A Phenomenological Study of Lived Experiences of Middle School Gifted Education Teachers in Their Work with Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 159 p.

Source: Dissertations Abstracts International, Volume: 82-04, Section: A.

Thesis (Ph.D.(Educ.))--Drake University, 2020.

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

Problem: Middle school teachers of gifted education programs face an overwhelming amount of responsibilities. There are often few teachers in the district educated or trained in how to work with gifted and talented students (Rinn & Reynolds, 2012). The expertise of the gifted education teacher is ignored, harming gifted learners, as they do not receive the education and support they need as a result (Hasselquist, Herndon, & Kitchel, 2017). The National Association of Gifted Children highlights myths and misconceptions of gifted learners (NAGC, 2009), though educators trained specifically in educating gifted learners still struggle to meet the needs of middle school gifted learners. Little research exists focusing on the lived experiences of middle school gifted education teachers.Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences (van Manen, 1997) of eight middle school teachers of gifted learners in one Midwest state. The grand tour question (Spradley, 1997) of this research is, what are the lived experiences of middle school gifted education teachers? Data gathering procedures included an online survey sent to potential participants, online and in-person interviews (Salmons, 2015; Seidman, 2013), and document (Bogdan & Biklen, 2007) review. Data analysis consisted of a first round of descriptive coding, second round of pattern coding, and finally a third round of coding to collapse themes. Data were verified through triangulation (Creswell & Poth, 2018), thick and rich descriptions (Geertz, 1973), reflexive journaling (Ortlipp, 2008), field notes and observations (Creswell & Poth, 2018), and member checking (Creswell & Creswell, 2018). Data were analyzed using a conceptual framework 2019 Pre-K-Grade 12 Gifted Programming Standards, created by the National Association for Gifted Children (NAGC, 2019).Findings: Lived experiences (van Manen, 1997) were examined through the telling of the participants' stories and patterns were formed throughout the telling of their experiences. Seven major themes that impact middle school teachers of gifted students include 1.) high expectations to collaborate or co-teach with classroom teachers, 2.) expectations to fill many different roles in academics, 3.) obligations to support student success, 4.) challenges when working with students, 5.) obligations to parents, 6.) barriers encountered to provide quality programming, and 7.) support from administration, teachers, and counselors were beneficial. Conclusions: Gifted education teachers of middle school students have a complex job that encompasses multiple roles including being an educator, acting as an advocate for the students, educating teachers and families about the needs of gifted students, and addressing the challenges that gifted students face. Not having enough supports in place is a barrier middle school gifted education teachers face. Support from administration, teachers, and counselors were found to be the greatest influence on implementation of a quality gifted education programming. Recommendations: In order to best serve gifted middle school students, professional development of all staff needs to occur so that it is understood how to address their needs. Furthermore, middle school teachers of gifted students need the freedom to design and implement programs using their expertise. More academic opportunities need to be made available for middle school gifted students. Additionally, more research should be done on the topic.

ISBN: 9798678162885Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Middle school gifted education

A Phenomenological Study of Lived Experiences of Middle School Gifted Education Teachers in Their Work with Students.
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300 $a 159 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-04, Section: A.
500 $a Advisor: Beisser, Sally.
502 $a Thesis (Ph.D.(Educ.))--Drake University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a Problem: Middle school teachers of gifted education programs face an overwhelming amount of responsibilities. There are often few teachers in the district educated or trained in how to work with gifted and talented students (Rinn & Reynolds, 2012). The expertise of the gifted education teacher is ignored, harming gifted learners, as they do not receive the education and support they need as a result (Hasselquist, Herndon, & Kitchel, 2017). The National Association of Gifted Children highlights myths and misconceptions of gifted learners (NAGC, 2009), though educators trained specifically in educating gifted learners still struggle to meet the needs of middle school gifted learners. Little research exists focusing on the lived experiences of middle school gifted education teachers.Procedures: This phenomenological study (Moustakas, 1994) explored the lived experiences (van Manen, 1997) of eight middle school teachers of gifted learners in one Midwest state. The grand tour question (Spradley, 1997) of this research is, what are the lived experiences of middle school gifted education teachers? Data gathering procedures included an online survey sent to potential participants, online and in-person interviews (Salmons, 2015; Seidman, 2013), and document (Bogdan & Biklen, 2007) review. Data analysis consisted of a first round of descriptive coding, second round of pattern coding, and finally a third round of coding to collapse themes. Data were verified through triangulation (Creswell & Poth, 2018), thick and rich descriptions (Geertz, 1973), reflexive journaling (Ortlipp, 2008), field notes and observations (Creswell & Poth, 2018), and member checking (Creswell & Creswell, 2018). Data were analyzed using a conceptual framework 2019 Pre-K-Grade 12 Gifted Programming Standards, created by the National Association for Gifted Children (NAGC, 2019).Findings: Lived experiences (van Manen, 1997) were examined through the telling of the participants' stories and patterns were formed throughout the telling of their experiences. Seven major themes that impact middle school teachers of gifted students include 1.) high expectations to collaborate or co-teach with classroom teachers, 2.) expectations to fill many different roles in academics, 3.) obligations to support student success, 4.) challenges when working with students, 5.) obligations to parents, 6.) barriers encountered to provide quality programming, and 7.) support from administration, teachers, and counselors were beneficial. Conclusions: Gifted education teachers of middle school students have a complex job that encompasses multiple roles including being an educator, acting as an advocate for the students, educating teachers and families about the needs of gifted students, and addressing the challenges that gifted students face. Not having enough supports in place is a barrier middle school gifted education teachers face. Support from administration, teachers, and counselors were found to be the greatest influence on implementation of a quality gifted education programming. Recommendations: In order to best serve gifted middle school students, professional development of all staff needs to occur so that it is understood how to address their needs. Furthermore, middle school teachers of gifted students need the freedom to design and implement programs using their expertise. More academic opportunities need to be made available for middle school gifted students. Additionally, more research should be done on the topic.
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