Meeting the needs of every student is an imperative objective of education. The problem with this is that the needs of students are extremely diverse that it makes it hard for teachers to reach every student. While meeting the needs of lower end students are often the priority, gifted students are unfortunately the students being left behind. If a goal of education is to help every student meet their full potential, gifted education programs need to be examined to see if they are allowing for the growth of these students. The purpose of this research study is to examine and evaluate teachers’ beliefs in regard to self-contained gifted programs. The study’s findings are taken from interviews, observations, and classroom artifacts of three different teachers, one regular education teacher and two self-contained gifted classroom teachers.
|School:||Minot State University|
|School Location:||United States -- North Dakota|
|Source:||MAI 81/2(E), Masters Abstracts International|
|Subjects:||Education, Gifted Education, Educational leadership|
|Keywords:||Gifted programs, Student diversity, Gifted classroom teachers|
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