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Gifted learners' motivational outcom...

Esparza, Julie.

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Gifted learners' motivational outcomes in cluster versus ability-grouped reading instruction: An ex-post facto study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Gifted learners' motivational outcomes in cluster versus ability-grouped reading instruction: An ex-post facto study./
作者:	Esparza, Julie.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
面頁冊數:	120 p.
附註:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
標題:	Gifted education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3707086
ISBN:	9781321814095

Gifted learners' motivational outcomes in cluster versus ability-grouped reading instruction: An ex-post facto study.
Esparza, Julie.

Gifted learners' motivational outcomes in cluster versus ability-grouped reading instruction: An ex-post facto study. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 120 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Northern Illinois University, 2015.

This post hoc study focused on gifted programming in language arts for students in fourth through eighth grades in one large (n=12,229) diverse school district. One group of gifted students experienced cluster grouping, while the other group of gifted students experienced ability grouping for language arts instruction. The study examined whether motivational processes reported by gifted students differed by gender, race/ethnicity, and socioeconomic level. The study also investigated whether gifted students who were ability grouped for reading instruction differed in self-efficacy, achievement goal orientation, achievement, and challenge seeking in language arts when compared to gifted students who were cluster grouped. Finally, student perception of classroom goal structure was compared between cluster-grouped gifted students and ability-grouped gifted students. Some students were surveyed at the end of eighth grade immediately following participation, and others were surveyed at the end of ninth grade.

ISBN: 9781321814095Subjects--Topical Terms:

3172499
Gifted education.

Gifted learners' motivational outcomes in cluster versus ability-grouped reading instruction: An ex-post facto study.
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500 $a Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
500 $a Adviser: Lee Shumow.
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520 $a This post hoc study focused on gifted programming in language arts for students in fourth through eighth grades in one large (n=12,229) diverse school district. One group of gifted students experienced cluster grouping, while the other group of gifted students experienced ability grouping for language arts instruction. The study examined whether motivational processes reported by gifted students differed by gender, race/ethnicity, and socioeconomic level. The study also investigated whether gifted students who were ability grouped for reading instruction differed in self-efficacy, achievement goal orientation, achievement, and challenge seeking in language arts when compared to gifted students who were cluster grouped. Finally, student perception of classroom goal structure was compared between cluster-grouped gifted students and ability-grouped gifted students. Some students were surveyed at the end of eighth grade immediately following participation, and others were surveyed at the end of ninth grade.
520 $a Among gifted students, females exhibited greater levels of challenge-seeking behavior by selecting higher-level high school courses; therefore, gender was controlled in further analyses. Within the gifted population examined for this study, self-efficacy, personal achievement goal orientation, achievement, challenge seeking, and perception of classroom achievement goal structure did not vary by race/ethnicity or socioeconomic status (SES) of gifted adolescent students.
520 $a Using regression analysis, ability-grouped gifted students who were surveyed at the end of eighth grade were more likely to report challenge-seeking behavior and less likely to report mastery goal orientation than those who had been cluster grouped. Gifted students surveyed at the end of ninth grade who had been in ability-grouped classrooms reported greater self-efficacy, mastery goal orientation, and performance-approach goal orientation than gifted students who had been cluster grouped.
520 $a Finally, gifted students' perceptions of classroom goal structures were explored. Non-white students surveyed at the end of eighth grade reported lower performance-avoidance goal structure in their classrooms than did white students. Ninth grade gifted students who had been in ability-grouped classrooms reported greater mastery achievement goal structure than gifted students who had been cluster grouped since late elementary grades.
520 $a Motivational benefits were found for gifted students who had been ability grouped for language arts instruction. The study further suggested that the effects of ability grouping may ease the transition from middle school to high school for gifted students.
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