Open Access. Powered by Scholars. Published by Universities.®
Articles 1 - 2 of 2
Full-Text Articles in Education
Gender Differences In Typed And Handwritten Probes For Written Expression Curriculum-Based Measurement, Allison Kaye Henderson
Gender Differences In Typed And Handwritten Probes For Written Expression Curriculum-Based Measurement, Allison Kaye Henderson
Masters Theses & Specialist Projects
Previous research has shown that there are gender differences in Written Expression Curriculum-Based Measurement (WE CBM) with female students scoring higher than male students (Fearrington et al., 2014; Jewell & Malecki, 2005; McMaster et al, 2017; Scheiber et al., 2015). However, research looking at a different transcription mode (i.e., typed) in WE CBM is a new area of development (Mercer et al., 2019). Differences in gender with typed writing has not yet been examined. The purpose of this study was to examine if gender differences exist in typed, as well as handwritten WE CBM probes. The participants from this study …
Research Into Practice: Exploring Teacher Practices With Young Gifted Learners, Andrea Lauren Heming
Research Into Practice: Exploring Teacher Practices With Young Gifted Learners, Andrea Lauren Heming
Masters Theses & Specialist Projects
This research study investigates teacher practices with young gifted learners and provides recommendations to increase the effectiveness of the Primary Talent Pool through examination of the program as it is implemented in four Kentucky school districts. Gifted coordinators were interviewed and primary (kindergarten-third grade) teachers were surveyed. Though each school has different methods for meeting the needs of high potential learners, there are commonalities across all seven schools represented. The present findings indicate teachers feel confident in their ability to recognize high potential in academic areas. Teachers are comfortable using differentiation, and often differentiate to support gifted learners.