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From Knowledge to Practice: A Gifted...

Reinhard, Jessica J.

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From Knowledge to Practice: A Gifted Educator's Journey.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	From Knowledge to Practice: A Gifted Educator's Journey./
作者:	Reinhard, Jessica J.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	160 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Gifted education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10195017
ISBN:	9781369751284

From Knowledge to Practice: A Gifted Educator's Journey.
Reinhard, Jessica J.

From Knowledge to Practice: A Gifted Educator's Journey. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 160 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Frostburg State University, 2016.

This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents, and photographs were used to document the presence of gifted pedagogy in practice. The conceptual framework of NAGC-CEC National Gifted Education Standard 5 and Evidence-Based Practices from Standard 3 of the NAGC Pre-K-12 Gifted Education Programming Standards structured deductive findings. Inductive findings noted the interplay of the emergent themes of knowledge, perceptions, and self-efficacy with practices aligned to gifted education standards. Tensions, resulting from the interplay of themes and their ability to advance or impede practice, are explored.

ISBN: 9781369751284Subjects--Topical Terms:

3172499
Gifted education.

From Knowledge to Practice: A Gifted Educator's Journey.
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500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Jodi L. Nichols.
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520 $a This qualitative case study of a third-year teacher of intermediate students in a self-contained gifted education classroom uncovers the relationship between knowledge of pedagogical practices from national gifted education standards and their transfer to classroom practice. Ethnographic methods of interviews, field observations, lesson documents, and photographs were used to document the presence of gifted pedagogy in practice. The conceptual framework of NAGC-CEC National Gifted Education Standard 5 and Evidence-Based Practices from Standard 3 of the NAGC Pre-K-12 Gifted Education Programming Standards structured deductive findings. Inductive findings noted the interplay of the emergent themes of knowledge, perceptions, and self-efficacy with practices aligned to gifted education standards. Tensions, resulting from the interplay of themes and their ability to advance or impede practice, are explored.
520 $a The results of this case study indicated that the subject's limited foundational coursework in gifted education positively impacted her philosophical approach to gifted pedagogy. Engagement in professional development, including networking with gifted education colleagues, advanced the subject's application of gifted pedagogy. The presence of more sophisticated gifted pedagogy and developed curriculum was limited. The implications of these results justify the inclusion of gifted education coursework during teacher preparation programs and support district-wide inclusion of professional development for teachers of students with gifts and talents.
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