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Genius Move : = Recognizing Gifted Potential Through a Project Based Learning Unit of Study.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Genius Move :/
其他題名:	Recognizing Gifted Potential Through a Project Based Learning Unit of Study.
作者:	Wise, Leslie R.
面頁冊數:	1 online resource (148 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
標題:	Educational tests & measurements. -
電子資源:	click for full text (PQDT)
ISBN:	9798379408251

Genius Move : = Recognizing Gifted Potential Through a Project Based Learning Unit of Study.
Wise, Leslie R.

Genius Move :Recognizing Gifted Potential Through a Project Based Learning Unit of Study. - 1 online resource (148 pages)

Source: Dissertations Abstracts International, Volume: 84-10, Section: A.

Thesis (Ed.D.)--Northeastern University, 2023.

Includes bibliographical references

The demographic statistics for gifted programs in the United States (U.S.) reveal consistent underrepresentation for students from Cultural, Linguistic and Economically Diverse (CLED) subgroups. Despite the priority placed on addressing this imbalance through policy, funding and research, significant improvements have yet to be seen in the U.S. Data collected regarding identification for the local Strengths, Talents, and Abilities Recognition for Students (STARS) gifted enrichment program indicated that, as in much of the U.S., the rate of selection was lower for Black, Hispanic, and English Language Learner (ELL) students than those groups' percentage of the school population. The purpose of this action research study was to investigate and improve the equity of admissions to the gifted and talented program for rising fourth and fifth graders at the elementary and intermediate schools at Pondsboro Intermediate School, a midsize suburban district in a Mid-Atlantic coastal state. Cycle 1 included a review of local data, including school policies and program documentation, surveys from teachers and parents, and semi-structured interviews with parents, teachers, and administrators on the causes of the demographic gifted identification gap. Causes of this discrepancy in the gifted program pointed to exclusionary rather than inclusionary gifted identification procedures; general rather than personalized, learner-driven instruction; and nebulous rather than targeted communication regarding the purpose and goals of the STARS program. Informed by Cycle 1 findings, the action step in Cycle 2 included collaborative professional development (PD) leading to a redesigned social studies and English Language Arts (ELA) unit based on an experiential learning approach, specifically project based learning (PBL). Designed, implemented, and evaluated to augment recognition and development of gifted potential in underrepresented subgroups, the Regional Theme Park Showcase utilized the elements of PBL to increase student engagement and reveal hidden abilities. Cycle 2 findings included the following: a broader range of abilities can be identified and developed through PBL learner-driven pedagogy as compared to traditional teacher-driven approaches; student engagement leads to an increased demonstration of gifted abilities and potential within a PBL context; and, with the support of training, teacher proficiency with PBL pedagogy increases student engagement and success. In sum, findings pointed to the PBL approach as a key to unlocking improvements in the identification and development of gifted abilities for all learners, including those demographic groups who are underrepresented in the STARS gifted program. Implications for the organization from this study include improvements in equitable approaches to the gifted identification process and greater recognition of PBL as a tool for student engagement and enrichment in the classroom. Placed in the context of social justice, this study focused on increasing access to enriching, challenging, and personalized educational opportunities for students whose gifts are underrecognized.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798379408251Subjects--Topical Terms:

1180442
Educational tests & measurements.
Subjects--Index Terms:

AssessmentIndex Terms--Genre/Form:

554714
Electronic books.

Genius Move : = Recognizing Gifted Potential Through a Project Based Learning Unit of Study.
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520 $a The demographic statistics for gifted programs in the United States (U.S.) reveal consistent underrepresentation for students from Cultural, Linguistic and Economically Diverse (CLED) subgroups. Despite the priority placed on addressing this imbalance through policy, funding and research, significant improvements have yet to be seen in the U.S. Data collected regarding identification for the local Strengths, Talents, and Abilities Recognition for Students (STARS) gifted enrichment program indicated that, as in much of the U.S., the rate of selection was lower for Black, Hispanic, and English Language Learner (ELL) students than those groups' percentage of the school population. The purpose of this action research study was to investigate and improve the equity of admissions to the gifted and talented program for rising fourth and fifth graders at the elementary and intermediate schools at Pondsboro Intermediate School, a midsize suburban district in a Mid-Atlantic coastal state. Cycle 1 included a review of local data, including school policies and program documentation, surveys from teachers and parents, and semi-structured interviews with parents, teachers, and administrators on the causes of the demographic gifted identification gap. Causes of this discrepancy in the gifted program pointed to exclusionary rather than inclusionary gifted identification procedures; general rather than personalized, learner-driven instruction; and nebulous rather than targeted communication regarding the purpose and goals of the STARS program. Informed by Cycle 1 findings, the action step in Cycle 2 included collaborative professional development (PD) leading to a redesigned social studies and English Language Arts (ELA) unit based on an experiential learning approach, specifically project based learning (PBL). Designed, implemented, and evaluated to augment recognition and development of gifted potential in underrepresented subgroups, the Regional Theme Park Showcase utilized the elements of PBL to increase student engagement and reveal hidden abilities. Cycle 2 findings included the following: a broader range of abilities can be identified and developed through PBL learner-driven pedagogy as compared to traditional teacher-driven approaches; student engagement leads to an increased demonstration of gifted abilities and potential within a PBL context; and, with the support of training, teacher proficiency with PBL pedagogy increases student engagement and success. In sum, findings pointed to the PBL approach as a key to unlocking improvements in the identification and development of gifted abilities for all learners, including those demographic groups who are underrepresented in the STARS gifted program. Implications for the organization from this study include improvements in equitable approaches to the gifted identification process and greater recognition of PBL as a tool for student engagement and enrichment in the classroom. Placed in the context of social justice, this study focused on increasing access to enriching, challenging, and personalized educational opportunities for students whose gifts are underrecognized.
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