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Teachers' Perceptions of Contributio...

Cybulski, Zhen.

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Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education./
Author:	Cybulski, Zhen.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	124 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30318189
ISBN:	9798379425104

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.
Cybulski, Zhen.

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 124 p.

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

Thesis (Ed.D.)--Saint Leo University, 2023.

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

Gifted education and support programs have no specific, unified provisions, mandates, or requirements. Public elementary school students identified as gifted in a southern U.S. state are offered one of two types of programs. This study aims to identify all-day gifted teachers' perceptions of effective gifted education. This mix-method study utilized qualitative research through interviews with five teachers at the all-day gifted school over Zoom. The quantitative portion supported all-day teachers' perceptions of quality education by comparing the iReady end-of-the-year test data of gifted-identified students after receiving at least one year of all-day gifted support with gifted-identified students who received the pull-out gifted support from nine randomly chosen schools from the same district. The study revealed nine themes' teachers from the all-day gifted school consider critical to gifted-identified students' academic success. The quantitative data showed that gifted-identified students' math achievement equally supported the gifted program. Gifted-identified students' reading achievement was higher after at least one year of all-day gifted support than gifted-identified students in the pull-out program. Recommendations from the study include providing professional development for educators of the gifted based on the themes identified as necessary when providing gifted services. An additional qualitative study is suggested to compare the themes identified by all-day gifted educators with pull-out gifted educators.

ISBN: 9798379425104Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Educators of the gifted

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.
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