Open Access. Powered by Scholars. Published by Universities.®
- Keyword
-
- Arkansas (2)
- ABE (1)
- Adult Basic Education (1)
- Barriers (1)
- Carroll's Model of School Learning (1)
-
- Definition (1)
- Descriptive statistics (1)
- Educational tests & measurements (1)
- Equity (1)
- Gifted (1)
- Gifted Preparation Program (1)
- Gifted and Talented Students (1)
- Gifted and talented identification (1)
- Gifted education (1)
- High aptitude (1)
- Identification (1)
- Logistic regressions (1)
- Mawhiba (1)
- Mixed-effects (1)
- TABE (1)
- Teacher Training (1)
- Test of Adult Basic Education (1)
Articles 1 - 4 of 4
Full-Text Articles in Education
Case Study: Exploring Inservice Teachers’ Perceptions And Experiences Of The Effectiveness Of Gifted Preparation And Training Programs In Saudi Arabia, Khlood Khaled Alshareef
Case Study: Exploring Inservice Teachers’ Perceptions And Experiences Of The Effectiveness Of Gifted Preparation And Training Programs In Saudi Arabia, Khlood Khaled Alshareef
Graduate Theses and Dissertations
In Saudi Arabia, the teaching of gifted and talented students is relatively new, and research that describes the quality and effectiveness of teachers' gifted preparation programs and the training sessions they receive remain rather limited and inconsistent. Purpose: This dissertation focuses on understanding the perceptions and experiences of in-service teachers regarding gifted-focused preparation and training programs in the country. Research Design: Data were collected through observation and semi-structured interviews with teachers of gifted and talented students in the country. Findings: Analysis of the data revealed six themes related to teachers’ perceptions and experiences of preparation and training programs in Saudi …
Improving Gifted And Talented Education In Arkansas: Identification, Academic Benefits, And Local Norms, Bich Thi Ngoc Tran
Improving Gifted And Talented Education In Arkansas: Identification, Academic Benefits, And Local Norms, Bich Thi Ngoc Tran
Graduate Theses and Dissertations
In the United States, education policies differ from state to state. Local research, therefore, is important to inform educators, policymakers, and researchers on the ground. This dissertation leverages ten years of administrative data to study three questions about gifted and talented (G/T) identification and education in Arkansas: does the current system identify the right students? Are gifted and talented programs beneficial for students? And, how can we improve diversity in gifted and talented education? Leveraging logistic regression, mixed-effects models, and descriptive statistics, I sought to provide answers to these three questions. First, are academically ready students from low-income families being …
Analyzing Carroll’S Model Of School Learning, Degree Of Learning, In Adult Basic Education, John Kelly
Analyzing Carroll’S Model Of School Learning, Degree Of Learning, In Adult Basic Education, John Kelly
Graduate Theses and Dissertations
This study examined Carroll’s Model of School Learning (MSL) on adult basic education (ABE). The study's central question was, “Does Carroll's MSL account for additional variance in TABE 11 or 12 scores beyond instructional time after controlling for age?” A non-experimental cross-sectional design was employed to explore the fiscal year 2019–2020 dataset (n=99) from Arkansas ABE centers to show how instructional time and MSL account for variation in adults’ post-test reading scores. Hierarchical linear regression analyses were run to predict the correlation between MSL and the Test of Adult Basic Education (TABE) Reading score. The results show that MSL is …
Factors Contributing To Barriers To Equity In Gifted And Talented Identification, Adam Grant Lamparske
Factors Contributing To Barriers To Equity In Gifted And Talented Identification, Adam Grant Lamparske
Graduate Theses and Dissertations
The purpose of this study was to examine the existing barriers to equity in the identification and servicing of gifted students in a small mid-western suburban school district. A mixed method approach guided by constructivist philosophy was used to conduct this research. An inductive Grounded Theory was the methodological approach. This study sought to gather the perception of school district stakeholders to identify potential barriers that exist for specific subgroups of students to being identified for gifted and talented services. The research questions for this Problem of Practice were as follows: (1) How do teachers and parents in School District …