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A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia./
作者:	Anderson, Lindsey.
面頁冊數:	1 online resource (125 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-06, Section: A.
Contained By:	Dissertations Abstracts International85-06A.
標題:	Gifted education. -
電子資源:	click for full text (PQDT)
ISBN:	9798381173369

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.
Anderson, Lindsey.

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia. - 1 online resource (125 pages)

Source: Dissertations Abstracts International, Volume: 85-06, Section: A.

Thesis (Ed.D.)--Lincoln Memorial University, 2023.

Includes bibliographical references

The purpose of this non-experimental quantitative study was to investigate how teachers of gifted and talented students and average students at rural middle schools in Southeast Georgia differentiated their instructional practices to meet the needs of their students. Based on the review of the literature, I noted a gap in research pertaining to the middle-grade teachers' differentiation of instructional practices in Southeast Georgia. Through my research questions, I investigated how teachers at seven middle schools in Southeast Georgia differentiated their instructional practices for gifted and talented students based on types of training, teaching experience, and highest degree earned. I sent the Classroom Practice Questionnaire for Teachers through Survey Monkey and received responses from 76 teachers. After running a Multivariate analysis of variance (MANOVA), the results of the study indicated no statistically significant difference in how middle-grade teachers differentiated their instructional practices for gifted and talented students and average students between teachers' types of training, experience, and degree earned. Based on the results, I recommended the need for teachers to receive additional professional development to learn strategies and conduct reflection on their own practices on how they assist gifted and talented students.

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

Mode of access: World Wide Web

ISBN: 9798381173369Subjects--Topical Terms:

1179909
Gifted education.
Subjects--Index Terms:

DifferentiationIndex Terms--Genre/Form:

554714
Electronic books.

A Quantitative Study on the Differentiated Instructional Practices for Gifted and Talented Students at Rural Middle Schools in Southeast Georgia.
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504 $a Includes bibliographical references
520 $a The purpose of this non-experimental quantitative study was to investigate how teachers of gifted and talented students and average students at rural middle schools in Southeast Georgia differentiated their instructional practices to meet the needs of their students. Based on the review of the literature, I noted a gap in research pertaining to the middle-grade teachers' differentiation of instructional practices in Southeast Georgia. Through my research questions, I investigated how teachers at seven middle schools in Southeast Georgia differentiated their instructional practices for gifted and talented students based on types of training, teaching experience, and highest degree earned. I sent the Classroom Practice Questionnaire for Teachers through Survey Monkey and received responses from 76 teachers. After running a Multivariate analysis of variance (MANOVA), the results of the study indicated no statistically significant difference in how middle-grade teachers differentiated their instructional practices for gifted and talented students and average students between teachers' types of training, experience, and degree earned. Based on the results, I recommended the need for teachers to receive additional professional development to learn strategies and conduct reflection on their own practices on how they assist gifted and talented students.
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