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Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education./
Author:	Lockhart, Kari Beth.
Description:	1 online resource (143 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Gifted education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380390156

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.
Lockhart, Kari Beth.

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education. - 1 online resource (143 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--University of North Texas, 2023.

Includes bibliographical references

This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.

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

Mode of access: World Wide Web

ISBN: 9798380390156Subjects--Topical Terms:

1179909
Gifted education.
Subjects--Index Terms:

Talented educationIndex Terms--Genre/Form:

554714
Electronic books.

Examining the Perceived Efficacy of Professional Learning in Gifted and Talented Education.
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500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
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502 $a Thesis (Ph.D.)--University of North Texas, 2023.
504 $a Includes bibliographical references
520 $a This research aims to examine current practices in gifted and talented educator professional learning, as well as teacher attitudes, beliefs, and experiences towards gifted education in order to explore opportunities to further develop and improve professional learning structures. Through a qualitative methodology following the constructivist-interpretivist paradigm, this research utilizes a phenomenological interview design in which data from educator interviews are examined through thematic analysis. To support and further extrapolate on the feedback from the interviews, this research also includes a document analysis of the published descriptions of 30-hour educator training required for those providing GT services in the state of Texas. The thematic analysis of interviews identified three major themes and two minor themes after engaging in a deep analysis of the interview transcriptions. These major themes are the (1) utility of professional learning, (2) shared control of learning, and (3) understanding the whole student. Minor themes are (i) long-term career growth and (ii) role of professional support networks and connections. Results of the document analysis illustrate that the most frequent descriptions are associated with the abilities participants will take from the learning. Within this descriptive code, most of the language focused on learner competence, while few of the descriptions included references to self-efficacy, which is integral to adult learning and motivation. Implications and further areas for study provide guidance on future work in developing effective professional learning coursework.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Gifted education. $3 1179909
650 4 $a Special education. $3 567627
650 4 $a Educational psychology. $3 555103
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653 $a Professional development
653 $a Perceived efficacy
653 $a Professional learning
653 $a Interview transcriptions
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690 $a 0525
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710 2 $a University of North Texas. $b Department of Educational Psychology. $3 1469105
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