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Introducing and integrating gifted e...

McKibben, Stephen.

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Introducing and integrating gifted education into an existing independent school: An analysis of practice.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Introducing and integrating gifted education into an existing independent school: An analysis of practice./
作者:	McKibben, Stephen.
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
Contained By:	Dissertation Abstracts International74-09A(E).
標題:	Educational leadership. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3563430
ISBN:	9781303117329

Introducing and integrating gifted education into an existing independent school: An analysis of practice.
McKibben, Stephen.

Introducing and integrating gifted education into an existing independent school: An analysis of practice. - 238 p.

Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2013.

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

In this analysis of practice, I conduct a combination formative and summative program evaluation of an initiative introduced to serve gifted learners at The Ocean School (TOS), an independent, Pre-K-grade 8 day school located in a rural area of the West Coast. Using the best practices as articulated by the National Association of Gifted Children Program Standards in order to evaluate the quality of the program at TOS and the four frames---structural, political, human resource, and symbolic---of Bolman and Deal (1997) in order to provide organizational perspective on the impact of the program on TOS culture and community, I strive to answer my primary research question: In what ways, if any, is the current Individualized Education Program meeting the needs of our students and should it continue as presently constituted? .

ISBN: 9781303117329Subjects--Topical Terms:

529436
Educational leadership.

Introducing and integrating gifted education into an existing independent school: An analysis of practice.
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245 1 0 $a Introducing and integrating gifted education into an existing independent school: An analysis of practice.
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500 $a Source: Dissertation Abstracts International, Volume: 74-09(E), Section: A.
500 $a Includes supplementary digital materials.
500 $a Advisers: Robert Monson; Carolyn Riehl.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2013.
506 $a This item must not be sold to any third party vendors.
506 $a This item must not be added to any third party search indexes.
520 $a In this analysis of practice, I conduct a combination formative and summative program evaluation of an initiative introduced to serve gifted learners at The Ocean School (TOS), an independent, Pre-K-grade 8 day school located in a rural area of the West Coast. Using the best practices as articulated by the National Association of Gifted Children Program Standards in order to evaluate the quality of the program at TOS and the four frames---structural, political, human resource, and symbolic---of Bolman and Deal (1997) in order to provide organizational perspective on the impact of the program on TOS culture and community, I strive to answer my primary research question: In what ways, if any, is the current Individualized Education Program meeting the needs of our students and should it continue as presently constituted? .
520 $a By using data collected from surveys and focus groups of teachers and families, I conclude that while the program met the needs of gifted students, the way in which it was presented, implemented and administered led to significant tension in the community, tension that manifested itself as distrust and suspicion and which, ultimately, demanded that the program be fundamentally re-envisioned moving forward. And while faculty and parents often differed in their knowledge, perception, and acceptance of the program, both were concerned about issues of equity, the extent to which all students had access to individuated educational opportunities.
520 $a I also reflect on the lessons I learned as an educational leader and make recommendations for how I might have managed the change process more effectively, how independent school policy makers might benefit from my findings, and how the TOS Board of Trustees should proceed.
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