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Left to Chance: Gifted Students and ...

Churchill, Sara J.

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Left to Chance: Gifted Students and Recreational Reading.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Left to Chance: Gifted Students and Recreational Reading./
Author:	Churchill, Sara J.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	99 p.
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Contained By:	Dissertation Abstracts International79-01A(E).
Subject:	Educational administration. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10269882
ISBN:	9780355114607

Left to Chance: Gifted Students and Recreational Reading.
Churchill, Sara J.

Left to Chance: Gifted Students and Recreational Reading. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 99 p.

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ed.D.)--University of Nebraska at Omaha, 2017.

This qualitative multiple case study explored the factors that impact the recreational reading selections of gifted students. Eleven students in grades four and five participated in the study. The methods of data collection included in-depth personal interviews and analysis of library circulation records and independent reading program data. The Theory of Reasoned Action was used as a framework to examine the answers to the research question and subquestions and three areas of concern were identified. Those areas are: 1) The role of the school librarian in recreational reading selections, 2) The impact of assigned reading on recreational reading, and 3) Gifted boys' motivation to read. Findings from this study indicated that though gifted students make most selections independently, they are heavily influenced by their peers when selecting recreational reading materials. However, the school librarian can have an impact on these choices as well. Assigned reading impacts what gifted students read recreationally and how they view the practice. Finally, gifted boys appear to read less recreationally than their female peers. Suggestions for changes in policy, practice, and future research in these areas of concern are provided.

ISBN: 9780355114607Subjects--Topical Terms:

2122799
Educational administration.

Left to Chance: Gifted Students and Recreational Reading.
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245 1 0 $a Left to Chance: Gifted Students and Recreational Reading.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 99 p.
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Kay A. Keiser.
502 $a Thesis (Ed.D.)--University of Nebraska at Omaha, 2017.
520 $a This qualitative multiple case study explored the factors that impact the recreational reading selections of gifted students. Eleven students in grades four and five participated in the study. The methods of data collection included in-depth personal interviews and analysis of library circulation records and independent reading program data. The Theory of Reasoned Action was used as a framework to examine the answers to the research question and subquestions and three areas of concern were identified. Those areas are: 1) The role of the school librarian in recreational reading selections, 2) The impact of assigned reading on recreational reading, and 3) Gifted boys' motivation to read. Findings from this study indicated that though gifted students make most selections independently, they are heavily influenced by their peers when selecting recreational reading materials. However, the school librarian can have an impact on these choices as well. Assigned reading impacts what gifted students read recreationally and how they view the practice. Finally, gifted boys appear to read less recreationally than their female peers. Suggestions for changes in policy, practice, and future research in these areas of concern are provided.
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