This mixed-methods study examined the relationship between teachers' perceptions of gifted program status and their curricular and instructional choices in teaching the gifted students in their classrooms. The research design included the use of data from two different sources: a subset of questions rooted in an extensive, anonymous online survey and semi-structured follow-up interviews. The 15 teachers who participated in this study were randomly selected from an original sample population of 890 teachers who responded to the extensive online survey as part of a larger study sponsored by the California Association for the Gifted which examined trends in gifted education in California at the time.
Two major findings emerged from the data analysis that have major implications for gifted education programs and the students they serve. First, it was found that the teachers in the study perceived that gifted education holds low fiscal and priority status in their districts and schools. However, a second major finding from this study was that the study's teachers continued their resolve to provide differentiate curriculum and instruction for their gifted students, despite the little support provided to sustain gifted education services in their schools.
It is anticipated that the outcomes of this work will be used to raise decision-makers' awareness about the value of gifted programming in assuring that gifted students receive appropriately planned and delivered differentiated curriculum and instruction in order to fulfill their academic promise.
|Advisor:||Kaplan, Sandra N.|
|Commitee:||Baca, Reynaldo, Kaplan, Sandra N., Malloy, Courtney|
|School:||University of Southern California|
|Department:||Education(Curriculum and Instruction)|
|School Location:||United States -- California|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||Gifted Education, Special education|
|Keywords:||Curriculum, Gifted, Gifted program, Instruction, Instructional choices, Status|
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