東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Understanding the delivery and impac...

Webber, Susan.

FindBook

Google Book

Amazon

博客來

Understanding the delivery and impact of gifted education in America: A phenomenological study.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Understanding the delivery and impact of gifted education in America: A phenomenological study./
作者:	Webber, Susan.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2010,
面頁冊數:	150 p.
附註:	Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
Contained By:	Dissertations Abstracts International72-05A.
標題:	Gifted Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424333
ISBN:	9781124233826

Understanding the delivery and impact of gifted education in America: A phenomenological study.
Webber, Susan.

Understanding the delivery and impact of gifted education in America: A phenomenological study. - Ann Arbor : ProQuest Dissertations & Theses, 2010 - 150 p.

Source: Dissertations Abstracts International, Volume: 72-05, Section: A.

Thesis (Ph.D.)--Northcentral University, 2010.

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

The learning and support needs of students identified as gifted are addressed in a variety of ways throughout the United States, but there is little consistency in state laws, and some states have few or no laws regarding gifted education, leaving this to local districts. The Commonwealth of Pennsylvania does have laws and policies in place, regarding gifted education, but the organization and implementation of gifted instruction and support are left to individual districts. This phenomenological study was designed to increase the understanding of the experience of young adults identified as gifted in their youth in two school districts in Pennsylvania, including Warren County and Corry Area districts. The study involved analyzing the perspectives and experiences, including identifying inspiring educational activities, and eventual career choices, of 21 young adult participants who graduated from either of these school districts between the years of 1997 to 2005, and 20 educators from the same two districts. Open-ended interviews were conducted with the 41 volunteer participants; the responses were coded according to repeating themes. Analysis of these data showed that educators and former gifted students feel that gifted programs are essential in schools. Former students expressed satisfaction in adulthood, and attributed some part to gifted education. Participants expressed a need for continuing teacher education related to providing enrichment within regular classrooms. Educators need continuing education in order to best meet gifted student needs, and to effectively communicate with other teachers and parents regarding the needs of gifted children. The results provide a basis for educational leaders to determine optimal educational and support strategies for gifted students in these two districts. These findings are the basis of recommendations that the districts continue to offer, or consider reinstating programs that have been offered to gifted students in the past. It is recommended that teachers and staff utilize a consistent system of communication related to gifted education. Further research involving a longitudinal study of gifted individuals from the same demographic areas could provide additional useful data. Additional research is needed to learn more about how foreign countries educate and motivate their high achieving students.

ISBN: 9781124233826Subjects--Topical Terms:

3432650
Gifted Education.
Subjects--Index Terms:

Enrichment

Understanding the delivery and impact of gifted education in America: A phenomenological study.
LDR:03704nmm a2200409 4500 001 2270925
005 20201007134039.5
008 220629s2010 ||||||||||||||||| ||eng d
020 $a 9781124233826
035 $a (MiAaPQ)AAI3424333
035 $a AAI3424333
040 $a MiAaPQ $c MiAaPQ
100 1 $a Webber, Susan. $3 3548310
245 1 0 $a Understanding the delivery and impact of gifted education in America: A phenomenological study.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2010
300 $a 150 p.
500 $a Source: Dissertations Abstracts International, Volume: 72-05, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Gaughan, Linda.
502 $a Thesis (Ph.D.)--Northcentral University, 2010.
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 learning and support needs of students identified as gifted are addressed in a variety of ways throughout the United States, but there is little consistency in state laws, and some states have few or no laws regarding gifted education, leaving this to local districts. The Commonwealth of Pennsylvania does have laws and policies in place, regarding gifted education, but the organization and implementation of gifted instruction and support are left to individual districts. This phenomenological study was designed to increase the understanding of the experience of young adults identified as gifted in their youth in two school districts in Pennsylvania, including Warren County and Corry Area districts. The study involved analyzing the perspectives and experiences, including identifying inspiring educational activities, and eventual career choices, of 21 young adult participants who graduated from either of these school districts between the years of 1997 to 2005, and 20 educators from the same two districts. Open-ended interviews were conducted with the 41 volunteer participants; the responses were coded according to repeating themes. Analysis of these data showed that educators and former gifted students feel that gifted programs are essential in schools. Former students expressed satisfaction in adulthood, and attributed some part to gifted education. Participants expressed a need for continuing teacher education related to providing enrichment within regular classrooms. Educators need continuing education in order to best meet gifted student needs, and to effectively communicate with other teachers and parents regarding the needs of gifted children. The results provide a basis for educational leaders to determine optimal educational and support strategies for gifted students in these two districts. These findings are the basis of recommendations that the districts continue to offer, or consider reinstating programs that have been offered to gifted students in the past. It is recommended that teachers and staff utilize a consistent system of communication related to gifted education. Further research involving a longitudinal study of gifted individuals from the same demographic areas could provide additional useful data. Additional research is needed to learn more about how foreign countries educate and motivate their high achieving students.
590 $a School code: 1443.
650 4 $a Gifted Education. $3 3432650
650 4 $a Education policy. $3 2191387
650 4 $a Teacher education. $3 3172312
650 4 $a Continuing education. $3 527504
650 4 $a Home school relationship. $3 3548311
653 $a Enrichment
653 $a GIEP
653 $a Gifted
653 $a IEP
653 $a Individual Education Plan
653 $a Intelligence test
653 $a Talented
690 $a 0445
690 $a 0529
710 2 $a Northcentral University. $3 1018547
773 0 $t Dissertations Abstracts International $g 72-05A.
790 $a 1443
791 $a Ph.D.
792 $a 2010
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3424333