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Educator Perceptions about the Diver...

Ohashi, Monique T.

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Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study./
Author:	Ohashi, Monique T.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	163 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
Contained By:	Dissertations Abstracts International80-03A.
Subject:	Gifted Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10928917
ISBN:	9780438372771

Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study.
Ohashi, Monique T.

Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 163 p.

Source: Dissertations Abstracts International, Volume: 80-03, Section: A.

Thesis (Ed.D.)--California State University, Los Angeles, 2018.

This item must not be added to any third party search indexes.

The purpose of this qualitative, descriptive case study was to examine seven educators and their perceptions of the diverse needs of students who are gifted and talented. The study focused on educators' perceptions, practices, and challenges in regard to addressing the needs of students who are gifted and talented at one public elementary school in Southern California. Data was collected through individual, semi-structured interviews of one administrator and six teachers, a focus group interview, classroom observations, photographs, documents, and artifacts. Overall findings from the study revealed various insights, challenges, and issues that the participants faced in their classrooms, school, and district level. Major findings that emerged from this study indicated the desire for participants to receive additional professional development and support systems, the utilization of more effective strategies to better meet the diverse needs of students with gifts and talents, and the need to further understand the gifted and talented identification process, assessment, and the impact of the gifted and talented label. Recommendations for the field of gifted and talented include providing educators with multiple and varied opportunities for professional growth, clear and consistent communication amongst all GATE stakeholders, offering students a leveled continuum of services, and a focus on the social and emotional well-being of students who are gifted through the implementation of the whole child approach.

ISBN: 9780438372771Subjects--Topical Terms:

3432650
Gifted Education.

Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study.
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245 1 0 $a Educator Perceptions about the Diverse Needs of Students Who Are Gifted and Talented: A Descriptive Case Study.
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500 $a Source: Dissertations Abstracts International, Volume: 80-03, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Fingon, Joan C.
502 $a Thesis (Ed.D.)--California State University, Los Angeles, 2018.
506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative, descriptive case study was to examine seven educators and their perceptions of the diverse needs of students who are gifted and talented. The study focused on educators' perceptions, practices, and challenges in regard to addressing the needs of students who are gifted and talented at one public elementary school in Southern California. Data was collected through individual, semi-structured interviews of one administrator and six teachers, a focus group interview, classroom observations, photographs, documents, and artifacts. Overall findings from the study revealed various insights, challenges, and issues that the participants faced in their classrooms, school, and district level. Major findings that emerged from this study indicated the desire for participants to receive additional professional development and support systems, the utilization of more effective strategies to better meet the diverse needs of students with gifts and talents, and the need to further understand the gifted and talented identification process, assessment, and the impact of the gifted and talented label. Recommendations for the field of gifted and talented include providing educators with multiple and varied opportunities for professional growth, clear and consistent communication amongst all GATE stakeholders, offering students a leveled continuum of services, and a focus on the social and emotional well-being of students who are gifted through the implementation of the whole child approach.
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