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What Do Teachers Know About Gifted S...

Crosbie-Davidson, Danielle.

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What Do Teachers Know About Gifted Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	What Do Teachers Know About Gifted Students./
Author:	Crosbie-Davidson, Danielle.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	160 p.
Notes:	Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
Contained By:	Dissertations Abstracts International81-10A.
Subject:	Educational evaluation. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27741001
ISBN:	9781658438445

What Do Teachers Know About Gifted Students.
Crosbie-Davidson, Danielle.

What Do Teachers Know About Gifted Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 160 p.

Source: Dissertations Abstracts International, Volume: 81-10, Section: A.

Thesis (Ed.D.)--University of Southern California, 2020.

This item must not be sold to any third party vendors.

The purpose of the study was to understand what high school teachers knew about gifted students' needs. The research questions were: (a) To what extent is the organization meetings its goal? (b) What are the knowledge, motivation, and organizational assets and needs necessary for teachers to identify and differentiate instruction for gifted students' in their classroom? (c) What are the recommendations for teachers to identify and differentiate instruction for gifted students' in their classes? This study employed the Clark & Estes (2008) framework. The conceptual framework was employed to analyze the knowledge, motivation, and organizational influences. Using both qualitative and quantitative measures in a survey given to 33 teachers and a three-member focus group, who volunteered for the task. The findings were that although teachers do not currently know how to help gifted students, most teachers were both motivated and interested in learning how to identify and support these students. Teachers are willing to get training in identifying and creating curriculum and instruction for students who are gifted. The majority of teachers are interested in learning about the socio-emotional needs of students who are gifted. It is hoped that the study could inform school systems looking to create opportunities to support gifted students and their teachers.

ISBN: 9781658438445Subjects--Topical Terms:

526425
Educational evaluation.
Subjects--Index Terms:

Curriculum

What Do Teachers Know About Gifted Students.
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500 $a Source: Dissertations Abstracts International, Volume: 81-10, Section: A.
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520 $a The purpose of the study was to understand what high school teachers knew about gifted students' needs. The research questions were: (a) To what extent is the organization meetings its goal? (b) What are the knowledge, motivation, and organizational assets and needs necessary for teachers to identify and differentiate instruction for gifted students' in their classroom? (c) What are the recommendations for teachers to identify and differentiate instruction for gifted students' in their classes? This study employed the Clark & Estes (2008) framework. The conceptual framework was employed to analyze the knowledge, motivation, and organizational influences. Using both qualitative and quantitative measures in a survey given to 33 teachers and a three-member focus group, who volunteered for the task. The findings were that although teachers do not currently know how to help gifted students, most teachers were both motivated and interested in learning how to identify and support these students. Teachers are willing to get training in identifying and creating curriculum and instruction for students who are gifted. The majority of teachers are interested in learning about the socio-emotional needs of students who are gifted. It is hoped that the study could inform school systems looking to create opportunities to support gifted students and their teachers.
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