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A Quantitative Study on the Differen...

Anderson, Lindsey.

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A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia./
Author:	Anderson, Lindsey.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	125 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30691098
ISBN:	9798381173369

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.
Anderson, Lindsey.

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 125 p.

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2023.

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

The purpose of this non-experimental quantitative study was to investigate how teachers of gifted and talented students and average students at rural middle schools in Southeast Georgia differentiated their instructional practices to meet the needs of their students. Based on the review of the literature, I noted a gap in research pertaining to the middle-grade teachers' differentiation of instructional practices in Southeast Georgia. Through my research questions, I investigated how teachers at seven middle schools in Southeast Georgia differentiated their instructional practices for gifted and talented students based on types of training, teaching experience, and highest degree earned. I sent the Classroom Practice Questionnaire for Teachers through Survey Monkey and received responses from 76 teachers. After running a Multivariate analysis of variance (MANOVA), the results of the study indicated no statistically significant difference in how middle-grade teachers differentiated their instructional practices for gifted and talented students and average students between teachers' types of training, experience, and degree earned. Based on the results, I recommended the need for teachers to receive additional professional development to learn strategies and conduct reflection on their own practices on how they assist gifted and talented students.

ISBN: 9798381173369Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Differentiation

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.
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245 1 2 $a A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.
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500 $a Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
500 $a Advisor: Smith, Bradley.
502 $a Thesis (Ed.D.)--Lincoln Memorial University, 2023.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this non-experimental quantitative study was to investigate how teachers of gifted and talented students and average students at rural middle schools in Southeast Georgia differentiated their instructional practices to meet the needs of their students. Based on the review of the literature, I noted a gap in research pertaining to the middle-grade teachers' differentiation of instructional practices in Southeast Georgia. Through my research questions, I investigated how teachers at seven middle schools in Southeast Georgia differentiated their instructional practices for gifted and talented students based on types of training, teaching experience, and highest degree earned. I sent the Classroom Practice Questionnaire for Teachers through Survey Monkey and received responses from 76 teachers. After running a Multivariate analysis of variance (MANOVA), the results of the study indicated no statistically significant difference in how middle-grade teachers differentiated their instructional practices for gifted and talented students and average students between teachers' types of training, experience, and degree earned. Based on the results, I recommended the need for teachers to receive additional professional development to learn strategies and conduct reflection on their own practices on how they assist gifted and talented students.
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