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Giving students wings: Differences i...

Watkins, Janelle Rae Adams.

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Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education./
Author:	Watkins, Janelle Rae Adams.
Description:	147 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
Contained By:	Dissertation Abstracts International76-11A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3709667
ISBN:	9781321853124

Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education.
Watkins, Janelle Rae Adams.

Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education. - 147 p.

Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.

Thesis (Ph.D.)--Capella University, 2015.

This quantitative study analyzed educator responses to the Problems in Schools Questionnaire (Deci, Schwartz, Sheinman, & Ryan, 1981) in order to determine if there is a difference in motivational orientation between teachers who are certified in gifted education and those who are not, moderated by grade level taught. The sample consisted of 305 K-12 educators who are highly-qualified, certified public school teachers from across the United States who are currently practicing professionals. Factorial analysis of variance (ANOVA) was used to analyze the teachers' motivational orientation scores in order to determine if there were statistically significant differences between those who are certified in gifted education and those who are not, based on grade level taught. The results indicate that there was a significant interaction effect between certification status and grade level taught on motivational orientation score (p = .033, eta2 = .020, [special character omitted]2 = .014), as well as a significant main effect of grade level taught on motivational orientation score (p < .001, eta2 = .092, [special character omitted]2 = .085). Therefore, there is significant evidence that teachers who are certified in gifted education and those who are not differ with respect to motivational orientation. Subsequently, the study indicates that teachers who are certified in gifted education are more autonomy-supportive than their counterparts. Based on the results of the study, there is indication that teacher certification in gifted education and subsequent professional development and training opportunities emphasize the importance of autonomy-supportive teaching practices such as valuing student input in the learning process, encouraging effort and persistence, focusing on improvement and mastery, and emphasizing the importance of relationships in the learning process.

ISBN: 9781321853124Subjects--Topical Terms:

3172499
Gifted education.

Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education.
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100 1 $a Watkins, Janelle Rae Adams. $3 3186699
245 1 0 $a Giving students wings: Differences in motivational orientation between teachers with and without a certification in gifted education.
300 $a 147 p.
500 $a Source: Dissertation Abstracts International, Volume: 76-11(E), Section: A.
500 $a Adviser: Nancy Haas.
502 $a Thesis (Ph.D.)--Capella University, 2015.
520 $a This quantitative study analyzed educator responses to the Problems in Schools Questionnaire (Deci, Schwartz, Sheinman, & Ryan, 1981) in order to determine if there is a difference in motivational orientation between teachers who are certified in gifted education and those who are not, moderated by grade level taught. The sample consisted of 305 K-12 educators who are highly-qualified, certified public school teachers from across the United States who are currently practicing professionals. Factorial analysis of variance (ANOVA) was used to analyze the teachers' motivational orientation scores in order to determine if there were statistically significant differences between those who are certified in gifted education and those who are not, based on grade level taught. The results indicate that there was a significant interaction effect between certification status and grade level taught on motivational orientation score (p = .033, eta2 = .020, [special character omitted]2 = .014), as well as a significant main effect of grade level taught on motivational orientation score (p < .001, eta2 = .092, [special character omitted]2 = .085). Therefore, there is significant evidence that teachers who are certified in gifted education and those who are not differ with respect to motivational orientation. Subsequently, the study indicates that teachers who are certified in gifted education are more autonomy-supportive than their counterparts. Based on the results of the study, there is indication that teacher certification in gifted education and subsequent professional development and training opportunities emphasize the importance of autonomy-supportive teaching practices such as valuing student input in the learning process, encouraging effort and persistence, focusing on improvement and mastery, and emphasizing the importance of relationships in the learning process.
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650 4 $a Educational evaluation. $3 526425
650 4 $a Curriculum development. $3 684418
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710 2 $a Capella University. $b School of Education. $3 1018430
773 0 $t Dissertation Abstracts International $g 76-11A(E).
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