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High Ability Instructional Designs a...

Moats, Katelynn.

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High Ability Instructional Designs and Practices in Indiana.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	High Ability Instructional Designs and Practices in Indiana./
作者:	Moats, Katelynn.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	132 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.
Contained By:	Dissertation Abstracts International78-10A(E).
標題:	Education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10257919
ISBN:	9781369840100

High Ability Instructional Designs and Practices in Indiana.
Moats, Katelynn.

High Ability Instructional Designs and Practices in Indiana. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 132 p.

Source: Dissertation Abstracts International, Volume: 78-10(E), Section: A.

Thesis (Ph.D.)--Indiana State University, 2017.

The purpose of this qualitative case-study design was to explore the similarities and differences amongst three high ability instructional models, including self-contained classrooms, pull-out programs, and cluster grouping, as well as the educational practices of enrichment and accelerated learning, including grade skipping and single subject acceleration. This case study focused on identifying themes between each instructional model and educational practices in Indiana school districts, with the inclusion of interviews with high ability curriculum coordinators and the analysis of pre-existing data, indicating the effectiveness of each and the performance of students, who are immersed within high ability educational experiences.

ISBN: 9781369840100Subjects--Topical Terms:

516579
Education.

High Ability Instructional Designs and Practices in Indiana.
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520 $a The purpose of this qualitative case-study design was to explore the similarities and differences amongst three high ability instructional models, including self-contained classrooms, pull-out programs, and cluster grouping, as well as the educational practices of enrichment and accelerated learning, including grade skipping and single subject acceleration. This case study focused on identifying themes between each instructional model and educational practices in Indiana school districts, with the inclusion of interviews with high ability curriculum coordinators and the analysis of pre-existing data, indicating the effectiveness of each and the performance of students, who are immersed within high ability educational experiences.
520 $a This study contributes new knowledge to assist in the selection and implementation process of instructional designs and practices to enhance programs and services provided to meet the needs of high ability students.
520 $a The following grand tour research question framed the interviews with high ability curriculum coordinators: What high ability instructional designs and practices are being utilized in Indiana to support students? Two sub-questions supported the grand tour question and included the following: 1. What educational practices are being utilized to support students within high ability programs? 2. What are the participation criteria for student identification in high ability programs?
520 $a A case study methodology was selected to further explore the instructional designs and practices utilized, as well as participation criteria for student identification. A variety of demographic data were collected about the nine individual corporations to develop a rich description of each district's practices, to accompany the interviews conducted.
520 $a The major themes and subthemes were also identified. Primary themes included the following: (a) instructional designs are selected to best meet the needs of the particular district and individual school's student population, (b) identification for participation is research-based with continuous and ongoing assessment opportunities, and (c) teacher licensure expectations for serving high ability students varies by district.
520 $a The primary theme of instructional designs and practices are selected to best meet the needs of the particular district and individual school's student population included the following subthemes: (a) composition of student population, including demographics and representation of specific sub-categories, and (b) practicality and sustainability within the district.
520 $a The primary theme of identification for participation is research-based with continuous and ongoing assessment opportunities. This identified theme was supported by the following subthemes:(a) specific assessment utilized for identification at each grade level assessed, (b) grade level for when initially assessed, and (c) multiple measures of quantitative and qualitative data.
520 $a The primary theme of teacher licensure expectations for serving high ability students varies by district. included the following subthemes: (a) district expectations of teacher acquisition of endorsement and licensure, and (b) professional development opportunities provided at the local and state levels to teachers.
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