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Middle School Teacher Perspectives Toward Classroom Practices And Groupings Of Academically Gifted Students, Bethany Settlemyre
Middle School Teacher Perspectives Toward Classroom Practices And Groupings Of Academically Gifted Students, Bethany Settlemyre
Education Dissertations and Projects
This mixed-method research study was designed to examine middle school teacher perspectives toward the classroom practices and groupings of academically gifted students. The Classroom Practices Questionnaire (Archambault et al., 1993) was used to survey middle school teachers on their use of instructional strategies with gifted students. Focus groups were then held to gain insight on teacher perceptions of differentiation practices for gifted students and homogenous and heterogeneous groupings of gifted students.
An analysis of the data revealed that teachers held positive perceptions of teaching AIG students. Data also revealed that teachers believe that homogenous groupings are more beneficial for AIG …
Program Changes For Gifted Students And The Impact On Collaborative Efficacy, Trevor J. Putnam
Program Changes For Gifted Students And The Impact On Collaborative Efficacy, Trevor J. Putnam
Education Dissertations and Projects
Research suggests that academically gifted students are often underserved when it comes to the school setting. Academically gifted students require specialized instruction to challenge them. Several successful strategies exist for creating an educational environment that appropriately challenges and helps these students achieve academic growth; however, these strategies are rarely employed due to a lack of accountability, supports, or these students’ ability to make passing scores on state assessments.
The school chosen for this study came out of analysis of state growth numbers for academically gifted students. Analysis revealed that while gifted students of this school were meeting proficiency standards on …