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Examining the Perceived Efficacy of ...

Lockhart, Kari Beth.

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Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education./
作者:	Lockhart, Kari Beth.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
面頁冊數:	143 p.
附註:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
標題:	Gifted education. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30753147
ISBN:	9798380390156

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.
Lockhart, Kari Beth.

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 143 p.

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of North Texas, 2023.

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

This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.

ISBN: 9798380390156Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Talented education

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.
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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 This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.
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