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Teachers of Gifted Self-Contained Co...

Nisbeth-Hart, Verona.

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Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study./
Author:	Nisbeth-Hart, Verona.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2024,
Description:	239 p.
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31328334
ISBN:	9798382803746

Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study.
Nisbeth-Hart, Verona.

Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study. - Ann Arbor : ProQuest Dissertations & Theses, 2024 - 239 p.

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Barry University, 2024.

Gifted students are multifaceted, and they come from all different racial, cultural, and ethnic backgrounds. They perform at a much higher level than their peers. As a result, it requires a specific type of teacher to instruct them in the classroom. The purpose of this qualitative narrative study was to explore how teaching a gifted self-contained combination/multi-age class impacts educator practice and instruction. It also examined the strategies that educators use in order to challenge and support their full range of gifted learners in the classroom. The theoretical framework that propelled the study was Lee Shulman's Pedagogical Content Knowledge (PCK), differentiated instruction, and the gifted teacher preparation standards. Four participants that spanned over two school districts from public and charter schools took part in the research. The participants completed a preliminary Google document, then participated in a semi-structured interview, the interviews were then transcribed and after member checking, the participants' interviews were re-storied. At the end of each re-story, there is also a reflective poem. The three themes that emerged from the participants experiences are, thinking outside the box, one size does not fit all, and reflection in the mirror.The findings from the study revealed that teachers of gifted self-contained combination/multi-age classes require appropriate teacher training, continuous research, and they should have a plethora of strategies to use in the classroom in order to keep their multifaceted students challenged and engaged. Findings also revealed that in order to plan appropriately, personal time is sacrificed. Teachers also need to be content experts in their areas of study. When gifted teachers are open to being vulnerable and reflective, they are able to provide the freedom, independence, and autonomy to their students which in turn appeals to their interests and nurtures their gifts and talents.

ISBN: 9798382803746Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Combination/multi-age

Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study.
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245 1 0 $a Teachers of Gifted Self-Contained Combination/Multi-Age Classes: A Narrative Study.
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500 $a Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
500 $a Advisor: DiBello, Lilia C.
502 $a Thesis (Ph.D.)--Barry University, 2024.
520 $a Gifted students are multifaceted, and they come from all different racial, cultural, and ethnic backgrounds. They perform at a much higher level than their peers. As a result, it requires a specific type of teacher to instruct them in the classroom. The purpose of this qualitative narrative study was to explore how teaching a gifted self-contained combination/multi-age class impacts educator practice and instruction. It also examined the strategies that educators use in order to challenge and support their full range of gifted learners in the classroom. The theoretical framework that propelled the study was Lee Shulman's Pedagogical Content Knowledge (PCK), differentiated instruction, and the gifted teacher preparation standards. Four participants that spanned over two school districts from public and charter schools took part in the research. The participants completed a preliminary Google document, then participated in a semi-structured interview, the interviews were then transcribed and after member checking, the participants' interviews were re-storied. At the end of each re-story, there is also a reflective poem. The three themes that emerged from the participants experiences are, thinking outside the box, one size does not fit all, and reflection in the mirror.The findings from the study revealed that teachers of gifted self-contained combination/multi-age classes require appropriate teacher training, continuous research, and they should have a plethora of strategies to use in the classroom in order to keep their multifaceted students challenged and engaged. Findings also revealed that in order to plan appropriately, personal time is sacrificed. Teachers also need to be content experts in their areas of study. When gifted teachers are open to being vulnerable and reflective, they are able to provide the freedom, independence, and autonomy to their students which in turn appeals to their interests and nurtures their gifts and talents.
590 $a School code: 1358.
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653 $a Twice-exceptional
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690 $a 0530
690 $a 0515
690 $a 0443
710 2 $a Barry University. $b School of Education, Leadership, and Human Development. $3 3703108
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790 $a 1358
791 $a Ph.D.
792 $a 2024
793 $a English
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