Gifted Education Commons^™

“I’M So Hungry”: Assessing Stem Sensemaking Through Data-Informed Writing, Bailey Nafziger, Alesia Mickle Moldavan, Katie Brkich

Journal of STEM Teacher Education

To engage elementary learners in the complex task of STEM sensemaking, teachers must entice and inspire learners to ask questions, explore, and communicate their findings. This article shares a 5E/3D lesson designed and taught in our elementary science methods courses to model how preservice teachers can integrate literacy and mathematics into a science investigation for STEM sensemaking. We modified a traditional lesson on bird beak adaptations to have a differentiated, interdisciplinary writing component justified by data. We discuss why data-supported literacy is a non-negotiable in science education reforms and how teachers can differentiate tasks to make scientific writing more approachable …

Preservice Teachers' Perceptions Of Gifted Students' Characteristics And Needs, Courtney Warren

Masters Theses & Specialist Projects

Gifted students possess unique needs that require appropriately challenging opportunities to develop their advanced abilities. To meet these needs, gifted students must be correctly identified, which is often through teacher referral, thus subjecting the identification process to teachers’ knowledge and perceptions of giftedness. Teachers can also implement practices, such as differentiation, to meet gifted needs within their own classrooms. Thus, teachers must hold accurate perceptions of gifted students and their needs. However, teacher preparation programs often offer minimal training in giftedness. The purpose of the current study was to examine preservice teachers’ perceptions of gifted students’ characteristics and needs. Thirty-one …

Twice-Exceptionalism And The Complexity Of Supporting Students Who Are Both Gifted And Disabled, River Johnathon Taylor

Cal Poly Humboldt theses and projects

Drawing on ideas from disabilities studies about compulsory able-bodiedness as well as experiences of disability being fluid and context dependent, this study posits that giftedness, just like disability, is a complex multidimensional form of identity that is both context and temporally dependent. Twice-exceptionalism is defined as an identity in which an individual is gifted in at least one domain of human productivity and manifests at least one disability. Students with unique learning needs (students with disabilities, students with giftedness, and students with twice-exceptionalism) face many complex challenges within Humboldt County, California. Twenty-five educators from Humboldt County working across all grade …

An Exploration Of Rural Advanced Placement Differentiation, Kristin M. Shapiro

Electronic Theses and Dissertations

Advanced Placement classes are introductory college courses taught in high school. Over 60% of all secondary gifted programs report utilizing AP classes as part of their program offerings (Callahan et al., 2017). Despite the prevalence of AP courses, there is no exact match between this particular type of programming and the needs of gifted learners (Gallagher, 2008). The use and occurrence of AP programs across the United States have not been equal, with subsequent underrepresentation of underserved groups, including rural students (Gagnon & Mattingly, 2016) in AP classes. Rural gifted students benefit from all the same classroom differentiation techniques that …

Turkish Preschool Teachers’ Perspectives On The Education Of Advanced Young Learners, Gülçin Bilgener

USF Tampa Graduate Theses and Dissertations

The purpose of this study was to shed light on preschool teachers’ perspectives on education of young advanced preschoolers. I conducted this study in a public preschool in the northwestern neighborhood of a city in the Black Sea Region of Türkiye. While choosing this research site I employed convenience sampling based on the accessibility of individuals and the site (Bloomberg & Volpe, 2012). This study designed as a qualitative study, three semi-structured interviews were used as main data collection methods. Two observation sessions took place during participants’ teaching and these observation notes were used as supporting data. I utilized grounded …

Intentional Planning To Differentiate, David Wolff

Open Educational Resources - Teaching and Learning

The proficiency model expects all students to meet the same standards, regardless of their readiness nor ability. The essay discusses how Gentry’s (2014) 2 P’s, 2 C’s, and 2 F’s of Differentiation framework may help teachers plan lessons to meet the array of learning needs in their classroom.

Unlocking Understanding About Giftedness, David Wolff

Open Educational Resources - Teaching and Learning

The goal of undergraduate teacher preparation programs is to prepare future teachers to work with all learners. Gifted and talented learners are likely found in every classroom regardless of where they reside, however, according to Rinn et al. (2022), Kansas, Missouri, Oklahoma, Colorado, and Nebraska do not require undergraduate teacher candidates to take university coursework on gifted education. The goal of this presentation is to provide a general overview of gifted education specific to Kansas. This presentation aims to address myths and misconceptions about gifted education and gifted learners, characteristics of gifted learners, a basic overview of a general identification …

Professional Development In Gifted Education: A Systematic Literature Review, Geraldine Townend, Jennifer L. Jolly, Adrian W. Chew

Australian Journal of Teacher Education

This systematic literature review explored the importance of professional development (PD) for educators working with gifted students. Findings highlighted the need for PD to improve teacher knowledge, skills, efficacy, and student outcomes, especially considering the heterogeneously grouped classrooms, unique student needs, and lack of pre-service gifted education training for most teachers. The review identified key themes including PD evaluation, teacher perceptions, and pedagogical practices. The findings suggested that effective PD programs should (a) enhance knowledge and classroom practice, (b) be evidence-based, (c) consider both teacher and student outcomes, (d) be of sustained duration, and (e) include collaborative activities with ongoing …

Developing A Curriculum Model For Differentiating Instruction For All Learners, Emma Riemenschneider

Curriculum and Instruction Undergraduate Honors Theses

The purpose of this study was to determine what types of teaching strategies most engage gifted and talented (GT) students. This study poses the question, "How can classroom teachers engage gifted and talented students while not advancing past the abilities of non-gifted and talented students?" Two surveys were developed and administered to public school teachers and students. The teacher participants of this study were nine classroom teachers at a junior high school in the northwestern part of the state. The student participants of this study were 99 seventh and eighth graders at a junior high school in the northwest part …

Gifted Female Voices: Perceptions Of Differentiation In Secondary And Higher Education, Ann Makikalli

Electronic Theses and Dissertations

While the advocacy of differentiation as best pedagogical practices for instruction of gifted students can be found in scholarly literature, minimal research attention has been given to high-ability students’ perceptions about their lived classroom experiences. Lack of challenging and accelerated content for identified gifted students can lead to boredom, negative self-perception, and disengagement from school. Gifted adolescent females, who are less likely to address barriers to realizing their potential can especially suffer or thrive depending on curriculum. The purpose of this qualitative study is to describe identified female gifted university students’ perceptions of pre-collegiate and collegiate differentiation of curriculum and …

Addressing The Needs Of All Learners: The Art Of Accommodation, Angelica Lynn Garnett

Masters Theses & Specialist Projects

Schools in Kentucky identify gifted students at a young age. Those students are labeled and should be provided with services based on their gifts throughout their educational career. It is the teacher’s duty to provide these services in their individual classrooms. This becomes progressively difficult as the student increases in grade level. Supporting teachers in their ability to recognize and manage the different levels in their classrooms does not always happen. The research question of this study focuses on how teachers meet the academic needs of gifted students in their classrooms in middle and secondary schools.

Participants included forty-four teachers …

The Gifted Transition: A Phenomenological Case Study Examination Of Preparation Strategies Utilized By General Education Inclusion Teachers, Jawan Brown Alexander

Electronic Theses and Dissertations

If the United States is going to remain globally relevant and competitive with other nations, educational leaders should consider investing in their brightest students. According to the National Association for Gifted Students (2018), education officials are not investing in gifted education at the same rate or to the same extent that they are financing other areas of special education. Public education policy provides special needs learners with required instructional support and accommodation through mandatory supplemental funding; however, gifted students on the other end of the special education spectrum, also requiring and benefiting from intervention and accommodation, do not receive the …

Fast Track To Excellence: Impact Of English I Acceleration On Gifted Learners' Academic Achievement And Course Selection At The Secondary Level, Camey Whitt

Education Dissertations and Projects

Academic acceleration, sometimes referred to as “appropriate developmental placement” (Lubinski & Benbow, 2000, p. 138), is a differentiation practice providing academically gifted students with opportunities to learn curriculum more quickly. The research study was a mixed method experimental design where the evaluator examined two dependent variables in the study: academic performance and scheduling choices of academically gifted students. The independent variable was the intervention put into place for academically gifted students at the middle school: accelerated English I. The study compared AIG students who accelerated the English I class with those who did not in order to isolate whether or …

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 …

Providing Access To Content Using Technology To Engage All Learners, Karrissa Ebert, Cynthia Hutchings, Pamela Edwards, Mabel Eliana Lamprea

Instructional Modules for Professional learning Responding to Opportunities and Valuing Educators (IMPROVE)

The purpose of this module is to provide access to research and tools which can be used to differentiate lessons in a classroom for all types of learners. First, the module helps educators understand TPACK as well as why using technology with students is effective. Next, the module delineates the research and tools into 4 categories of learning, which allows educators to learn/ teach using tools specific for different learners. The module concludes by encouraging educators to practice using the tools with a group of learners and a content specific standard.

View professional learning module.

The Plight Of The Gifted Student: A Call To Action, Krista M. Shilvock

Empowering Research for Educators

With so many needs in today’s public education classroom, we cannot forget the needs of those who excel in the classroom, too. Gifted students face severe neglect in class due to the appearance of their competence and maturity. However, we quickly face losing the contributions of a major group of students as this neglect causes them to lose interest in their own education. As teachers, we must challenge ourselves to help gifted students reach their potential just as we attempt to do for all subgroups of students. A poll of 22 gifted students confirms these frustrations and needs of students. …

Differentiated Instruction For 1st Grade Advanced Learners In Mathematics, Patricia Cawley

Dissertations, Masters Theses, Capstones, and Culminating Projects

Differentiated instruction is student-aware teaching, in which the students not only develop content mastery, but also take ownership of their learning. This study examined the results differentiated instruction in mathematics had on advanced learners perceived competence, persistence, and intrinsic motivation. Differentiation was implemented in a classroom through various activities that challenged student thinking. Students enrolled in a first grade class in an all girl school setting served as study participants. Data were collected on a total of 21 students in the class, but analysis focused on a subgroup. Results indicated that the participants’ interest and engagement in math varied student …

Differentiated Instruction For All Students In English Language Arts, Philip M. Zola

Education Masters

Teachers are challenged to meet the needs of every student in their classroom and deliver instruction that gives students the opportunity to learn at their highest potential. In any given classroom, there are “at risk students,” “grade level students,” and “accelerated students” that need to have their specific learning needs met. Specifically in English Language Arts, teachers have a wide spectrum of abilities they need to accommodate for. All three levels of learners should be pushed to their fullest potential and challenged equally. By administering a survey to several schools in a suburban Rochester, New York community – data was …

Student Behavioral Engagement Of Fifth-Grade Gifted Students In A General Education Class, Charron Rodriguez

Electronic Theses, Projects, and Dissertations

This observational study surveyed the engagement of fifth-grade gifted students who spend the majority of their academic day in a general education classroom. This study looked at students in a K-6 public school district in Southern California. This study was a qualitative study with some quantitative data to confirm observational findings. The methods included observations, observational notes, audio and video recordings. After the observations the recordings were reviewed to assure the observational notes accurately portrayed the actions of the target students. The measures included student surveys, observational data via the Behavioral Observation of Students in Schools instrument, and teacher interviews. …

Gifted Students: Perceptions And Practices Of Regular Class Teachers, Tracy Taylor

Theses: Doctorates and Masters

The purpose of this research was to examine provision of differentiated learning experiences for gifted students in regular classes in Western Australian primary schools. Specifically, it was intended to explore differentiation strategies used with gifted students, issues faced by teachers in their efforts to provide for their gifted students, and teachers’ suggestions on solutions for these issues.

Presently reality in Western Australia is that gifted primary students spend at least 90% of their time at school in regular classes. Therefore, the regular class teacher’s role in implementing appropriate learning opportunities for these students is critical. Relevant literature clearly identifies the …

Gatekeepers For Gifted Social Studies: Case Studies Of Middle School Teachers, Teresa Michelle Bergstrom

USF Tampa Graduate Theses and Dissertations

This is a multiple case study of the ways middle grades social studies teachers, as curricular-instructional gatekeepers, may make decisions to provide their gifted students with purposeful differentiated instruction. More specifically, this study explores what teachers believe they should do to instruct gifted students, in what ways teachers prepare and adapt curriculum and instruction for gifted students, and how instruction for gifted learners can take place in a middle school social studies classroom. Through semi-structured interviews, classroom observations, and supportive visual evidence, six middle grades (6-8) social studies teachers disclosed in what ways they differentiate their middle grades social studies …

The Impact Of The C. L. E. A. R. (Challenge Leading To Engagement, Achievement, And Results) Curriculum Model On Reading Achievement At The Third Grade Level, Robin Gale Puryear

Teaching & Learning Theses & Dissertations

The purpose of this mixed-methods study, employing a quantitative component, utilizing a quasi-experimental design, and a qualitative component, utilizing a post-positivist research paradigm and phenomenology research tradition, was to determine the potential impact of the C. L. E. A. R. (Challenge Leading to Engagement, Achievement, and Results) Curriculum Model on reading achievement at the third grade level. Additionally, the purpose of this study was to better understand both students and teachers perceptions of the C. L. E. A. R. Curriculum Model. Results indicated that there were no statistically significant findings between treatment group students and control group students, following an …

Differentiating Instruction For Gifted Learners In The Regular Classroom: A Quick-Reference Guide For Teachers, Sarah E. White

Honors Theses

Today’s educators face the daunting challenge of presenting mandated curriculum content to a very diverse set of students. Furthermore, their success as an educator is often determined by the scores their students earn on standardized tests at the year’s end. Focus is therefore shifted to the struggling student population, and meanwhile, the advanced learners may be left to their own devices, at least as far as their education is concerned. While pullout programs are in place in some school districts, students usually spend the majority of their time in the regular education classroom, where their needs must be adequately met. …

Perceived Classroom Management Needs Of Pre-Service Teachers, Nielsen Pereira, Jillian Gates

Kentucky Teacher Education Journal: The Journal of the Teacher Education Division of the Kentucky Council for Exceptional Children

A disconnect exists between pre-service teachers’ expectations concerning classroom management course content and the reality of teaching in an elementary school. The purpose of this study was to investigate the perceived needs of pre-service teachers in a classroom management course for elementary education majors at a Midwestern university.

Meeting The Needs Of Gifted Students By Providing Year-Long Professional Development On Differentiated Instruction, Barbara M. Rollins

Masters Theses & Specialist Projects

This study focused on how teachers' planning and teaching methods changed after they acquired more confidence in applying differentiated strategies in their instructional units. Teachers were given a questionnaire about their skills, qualifications and teaching beliefs comparing teaching general education students and gifted education students within the typical classroom setting. Then teachers received several professional development opportunities within the school year exposing them to different forms of differentiation. Time was given between trainings so that teachers would have ample time to integrate what they learned into their planning and instructional design. At the end of the study, teachers were given …

An Examination Of Attitudes And Actions Of Regular Classroom And Gifted Teachers Toward Differentiating For Gifted Learners Involved In A Pullout Gifted Program, Melissa Nicole Logan

Electronic Theses and Dissertations

Bridging the gap in student performance has changed the teaching practice in classrooms across America. Educators have the responsibility to teach all learners. There is a need for instruction to be tailored to boost the higher-level achievers and balance the gaps. This study examined the attitudes and actions of regular and gifted teachers toward differentiating instruction for gifted learners to find out: (a) the types of differentiated instruction regular classroom teachers use for gifted learners, (b) the differences in gifted teachers' lesson plans from regular teachers' lesson plans, (c) the evidence in lesson plans that demonstrate differentiated instruction, and (d) …