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A Phenomenological Study of Teacher ...

Northcentral University., School of Education.

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A Phenomenological Study of Teacher Training and Perceptions of Gifted Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Phenomenological Study of Teacher Training and Perceptions of Gifted Students./
Author:	Hofer, Jackie Adele.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	153 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30316713
ISBN:	9798379428167

A Phenomenological Study of Teacher Training and Perceptions of Gifted Students.
Hofer, Jackie Adele.

A Phenomenological Study of Teacher Training and Perceptions of Gifted Students. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 153 p.

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--Northcentral University, 2023.

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

The problem addressed was the underutilization of professional learning related to gifted learners in general education settings. The purpose of the study was to understand and describe the lived experiences of teachers with gifted students in a heterogenous classroom. The study was designed to gain insight into how training and prior education played a role in teachers' understandings of gifted learners and their classroom practice. The qualitative phenomenological study included 13 participants from Washington state. Participants were interviewed via Zoom and encouraged to share experiences about their training and work with gifted students with detail and description. The interview transcripts were analyzed using thematic analysis for common themes, areas of convergence and divergence between participants, and in relationship to the literature. Most participants had no training as pre-service teachers and little training in-service regarding the nature and needs of gifted learners or differentiated instruction for gifted students in a mixed ability classroom. A few teachers had more extensive training while teaching in self-contained or clustered gifted groupings, but most generalists were not prepared to serve students of exceptional ability in their classrooms. Teacher training should include a solid understanding of the nature and needs of gifted learners. This is essential not only to effective teaching, but also to the role teachers play in the identification of gifted learners. Teachers should also have access to specific training on differentiated instruction for highly capable learners and not just intervention for those who struggle. Finally, schools ought to have instructional coaches who also serve as case managers to ensure student needs are being met through differentiation that serves the academic, behavioral, and social emotional needs of gifted learners.

ISBN: 9798379428167Subjects--Topical Terms:

516579
Education.
Subjects--Index Terms:

Gifted students

A Phenomenological Study of Teacher Training and Perceptions of Gifted Students.
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520 $a The problem addressed was the underutilization of professional learning related to gifted learners in general education settings. The purpose of the study was to understand and describe the lived experiences of teachers with gifted students in a heterogenous classroom. The study was designed to gain insight into how training and prior education played a role in teachers' understandings of gifted learners and their classroom practice. The qualitative phenomenological study included 13 participants from Washington state. Participants were interviewed via Zoom and encouraged to share experiences about their training and work with gifted students with detail and description. The interview transcripts were analyzed using thematic analysis for common themes, areas of convergence and divergence between participants, and in relationship to the literature. Most participants had no training as pre-service teachers and little training in-service regarding the nature and needs of gifted learners or differentiated instruction for gifted students in a mixed ability classroom. A few teachers had more extensive training while teaching in self-contained or clustered gifted groupings, but most generalists were not prepared to serve students of exceptional ability in their classrooms. Teacher training should include a solid understanding of the nature and needs of gifted learners. This is essential not only to effective teaching, but also to the role teachers play in the identification of gifted learners. Teachers should also have access to specific training on differentiated instruction for highly capable learners and not just intervention for those who struggle. Finally, schools ought to have instructional coaches who also serve as case managers to ensure student needs are being met through differentiation that serves the academic, behavioral, and social emotional needs of gifted learners.
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