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TEACHER AND STUDENT PERCEPTIONS OF PEDAGOGICAL PRACTICES ON GIFTED STUDENT MOTIVATION
Title
TEACHER AND STUDENT PERCEPTIONS OF PEDAGOGICAL PRACTICES ON GIFTED STUDENT MOTIVATION.
Creator
Pappas, Chloe M, Sellnow, Deanna, Parrish, Adam, University of Central Florida
Abstract / Description
This thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation....
Show moreThis thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation. Ultimately, results of this study may lay a foundation for best practices for teaching gifted students.
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Date Issued
2018
Identifier
CFH2000432, ucf:45730
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000432
ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES
Title
ACADEMIC ACCELERATION IN FLORIDA ELEMENTARY SCHOOLS: A SURVEY OF ATTITUDES, POLICIES, AND PRACTICES.
Creator
Guilbault, Keri, Bozeman, William, University of Central Florida
Abstract / Description
The focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to...
Show moreThe focus of this research was to provide recent descriptive information about acceleration policies and practices in Florida elementary schools. District, school, and personal demographic variables were investigated to determine the extent to which they affected school-based acceleration options provided for students. Also, school district policies were examined to determine which types of research-based acceleration options were more frequently used and what procedures were in place to guide the decision-making process. Results from this study indicated that extant acceleration policies only included grade skipping and limited procedures for referral, screening and decision-making in the schools. The most common types of acceleration offered in Florida elementary schools were subject acceleration in the Language Arts and Mathematics provided outside of the regular classroom, continuous progress, and curriculum compacting. The most frequently selected reason for not accelerating a student listed by both school principals and district administrators of gifted education programs was concern over a studentÂÂ's social and emotional development. No relationship was found to exist between schoolsÂÂ' or principalsÂÂ' personal demographic variables and types of acceleration offered in elementary schools. No relationship was found between elementary school principalsÂÂ' knowledge of gifted learners and the types of acceleration implemented in their schools.
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Date Issued
2009
Identifier
CFE0002969, ucf:47988
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002969
Students Who Are Gifted and Public School Enrollment Choices Their Parents Make
Title
Students Who Are Gifted and Public School Enrollment Choices Their Parents Make.
Creator
Austin, Leigh, Martin, Suzanne, Little, Mary, Baldwin, Lee, Brooks, Bridget, University of Central Florida
Abstract / Description
ABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be...
Show moreABSTRACTGiven the many school choices available to parents, there is a need to understand the reasons parents of a child who is gifted choose to keep their child in his/her current school. Parents' satisfaction with their child's school and their academic growth is essential to continued enrollment of the child in that school (Abdulkadiroglu, Angrist, (&) Pathak, 2011; Van Tassel-Baska, 2006). The parents' decision to keep their child who is gifted enrolled in their current school may be influenced by factors within the school as well as those factors outside of the school. The purpose of this study was to research factors that may influence the parents' decision to keep their child who is gifted enrolled in their current school. The research studied parental perceptions of academic support, social and emotional support, and principal support for gifted education for their child who is gifted and the parents' willingness to keep their child who is gifted enrolled at their current school. The target group in the study was parents of children who are gifted and enrolled in a very large urban school district but did not include parents of children who are gifted and also have a disability.The research included the analysis of a survey and follow-up interview questions with parents of a child who is gifted and enrolled in the very large urban school district. There were 683 survey responses out of 4,401 total parents surveyed with a return rate of 16%. The low return rate is considered a limitation of the study and it is recommended to conduct additional research on the majority of parents who did not participate in the survey. Follow-up interviews were conducted with 10 randomly selected parents of children who are gifted and enrolled in the very large urban school district. The survey and interview data was coded and analyzed using IBM SPSS Statistics. There were two research questions that guided the development of the research process and the analysis of data. The first question focused on indicators of parent satisfaction that included academic needs met, social and emotional needs met, and principal support for gifted education. The survey and interview data yielded mixed results with parents split between the belief that their child's academic needs were met, social and emotional needs were met, and that their child's principal was supportive of gifted education. The second research question considered the relationship between the three indicators of parent satisfaction and the parents' willingness to consider enrolling their child in a school solely for students who are gifted. The results showed that there is a statistically significant relationship between the parents' belief that their child's academic needs were met and the parents' consideration to send their child to a school solely for students who are gifted. However, there was a lack of evidence to establish a relationship between parent's belief about their child's social and emotional needs or the parents belief that their child's principal was supportive of gifted education. The implications of the study are numerous. There are enough parents willing to consider sending their child to a school solely for students who are gifted to support opening the school. The majority of the survey participants had elementary school children; therefore, consideration should be focused on opening an elementary school for students who are gifted. Long range planning is needed to determine how to support the school for students who are gifted as well as the impact of transferring the students from one school zone to the school for students who are gifted. The literature reflected the diverse nature of the parents' satisfaction with academic support, social and emotional support, and principal support for gifted education and revealed that when the parents' are satisfied it does not guarantee that the parent will keep their child enrolled in their current school. The need for on-going communication between the school and the parents are critical to keeping the student enrolled in their current school.Further research is needed to determine the beliefs of parents with children who are gifted and identify themselves as Black, Hispanic, Asian, or another race since the majority of the survey participants were White. More research is also needed to determine the reasons why large numbers of parents would consider sending their child to a school solely for students who are gifted regardless of their satisfaction levels with school support. In addition, further research needs to be conducted to determine why parents would choose to keep their child enrolled in their current school when the parents believed their academic or social and emotional needs were not met or their principal was not supportive of gifted education.
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Date Issued
2015
Identifier
CFE0005759, ucf:50092
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005759
Taxonomy of Affective Curriculum for Gifted Learners
Title
Taxonomy of Affective Curriculum for Gifted Learners.
Creator
Cavilla, Derek, Eriksson, Gillian, Hynes, Mike, Hopp, Carolyn, Vitale, Thomas, University of Central Florida
Abstract / Description
Teaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic,...
Show moreTeaching and learning in the current milieu of standards-based accountability has resulted in a near-exclusive focus on academic growth and development for students in today's schools. This is particularly acute for gifted students, whose label inherently focuses on superior intellectual capacity and aptitude for academic success. However, there is a growing demand for equal support of social-emotional learning (SEL) across the globe. In the United States, the Collaborative for Academic, Social, and Emotional Learning (CASEL) has shed significant light on the power of affective development for school-aged children, indicating that, without it, students are limited in their ability to reach their full potential. The proposed Taxonomy of Affective Curriculum for Gifted Learners is intended to provide a framework to reduce the disparity in focus between cognitive and social-emotional development for a population that requires affective support in response to the effects of asynchronous development as well as an inherent proclivity for heightened capacity for emotional intelligence and moral development. Through the research-based definition and sequence of specific affective constructs, the taxonomy leads gifted learners toward their full potential through the eventual development of specific social-emotional abilities, such as harmonious passion (Vallerand et. al, 2003), acceptance of ambiguity (Urban, 2014), willingness to view failure as opportunity for growth (Dweck, 2006), and an increased ability to set and attain meaningful goals (Dweck, 1986). Qualitative data from both practitioners and experts as well as suggested implementation and evaluation of a pilot study further inform the framework's development with implications surrounding the stimulation of greater levels of internal locus of control as well as a clarification of the role of teacher versus counselor of the gifted.
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Date Issued
2016
Identifier
CFE0006087, ucf:50946
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006087
PERCEPTIONS OF PRESERVICE TEACHER CANDIDATES TOWARDS GIFTED EDUCATION TRAINING AND OBTAINING THE GIFTED EDUCATION ENDORSEMENT CERTIFICATE IN FLORIDA
Title
PERCEPTIONS OF PRESERVICE TEACHER CANDIDATES TOWARDS GIFTED EDUCATION TRAINING AND OBTAINING THE GIFTED EDUCATION ENDORSEMENT CERTIFICATE IN FLORIDA.
Creator
Laschober, Zachary, Eriksson, Gillian, University of Central Florida
Abstract / Description
According to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of...
Show moreAccording to the Institute for Research and Policy on Acceleration, training in gifted education is inaccessible by teacher candidates in colleges of education in the United States. This study involved the use of questionnaires with 100 teacher candidates enrolled on an introductory course on diversity in education in a Florida university. Teacher candidates responded to a series of items to identify beliefs about giftedness within and outside the context of education as well as the value of training in gifted education for educators. Of the 100 respondents, 79% agreed or strongly agreed with the need for specialized training for educators working with gifted students. 60.6% of respondents agreed or strongly agreed with outcomes with gifted students being positively influenced by research of and experiences with gifted students. The data showed a statistically significant, positive correlation between attitudes towards giftedness within education and agreement with outcomes with gifted students being positively influenced by research of and experiences with gifted students. Results suggest teacher candidates recognize a value in training in gifted education but do not see themselves as gifted educators and are unaware of how to be trained in gifted education.
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Date Issued
2012
Identifier
CFH0004277, ucf:44940
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004277
Gifted Students' Engagement in a Middle School Research and Critical Thinking Course
Title
Gifted Students' Engagement in a Middle School Research and Critical Thinking Course.
Creator
Crupi, Samuel, Jeanpierre, Bobby, Gresham, Regina, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description
This action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and...
Show moreThis action research was an analysis of a group of eighth grade gifted students 'classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton (&) Christenson, 2004), which is a self-report of students' perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement sub-types. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.
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Date Issued
2012
Identifier
CFE0004313, ucf:49466
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004313