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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
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
The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools
Title
The Implications of a High Academic Ability Learning Environment on Third Grade Gifted Students' Academic Achievement in Florida Public Schools.
Creator
Cady, Julie, Murray, Barbara, Taylor, Rosemarye, Murray, Kenneth, Spadaccini, Becky, University of Central Florida
Abstract / Description
The purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida...
Show moreThe purpose of this two year study was to investigate the implications of a high academic ability learning environment on the achievement scores of third grade gifted students who attended the Florida Brevard County Public School System. Learning environment was defined by the students' academic ability level, whether high academic ability or heterogeneous academic ability, and for this study was the independent variable. Academic achievement, as measured by the 2011 and the 2012 Florida Comprehensive Assessment Test(&)#174; 2.0 (FCAT 2.0) Mathematics and Reading Developmental Scale Scores (DSS), was the dependent variable. Other student data such as gender and socioeconomic status were also collected and used along with classroom structure to examine the extent to which third grade gifted students' reading and mathematics performance could be predicted. Random samples of students were drawn from the third grade gifted student population attending Florida Brevard County Public School System in the 2010-2011 and the 2011-2012 school years. Using an independent samples t-test, analysis of the 2011 FCAT 2.0 Reading and Mathematics found a statistically significant difference in both the students' FCAT 2.0 Mathematics and the students' FCAT 2.0 Reading achievement test scores based on the classroom structure. Specifically, there was enough evidence to support the claim that third grade gifted students who learned in a homogeneous high academic ability learning environment scored significantly higher on reading and mathematics standardize tests than did third grade gifted students who learned in a heterogeneous academic ability learning environment. Approximately 14% of the variance in reading and mathematics scores could be accounted for by classroom structure. However, different results were found with the 2012 FCAT 2.0 Mathematics and Reading scores. The results from the 2011-2012 school year indicated that there was not a significant difference in mean reading and mathematics scores between third grade gifted students who learn in a homogeneous high academic ability learning environment and third grade gifted students who learn in a heterogeneous academic ability learning environment. The recommendations include that subsequent studies incorporate a wider range of grade levels, perhaps even include methods of instructional delivery, types of gifted services provided, and teachers' years of experience. In addition, recommendations are that future studies address the academic performance of high academic ability non-gifted students who learn in homogeneous high academic ability classroom environments verses those who learn in heterogeneous academic ability classroom structures.
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Date Issued
2013
Identifier
CFE0004661, ucf:49896
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004661