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Teachers of Gifted Self-Contained Combination/Multi-Age Classes : = A Narrative Study.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers of Gifted Self-Contained Combination/Multi-Age Classes :/
Reminder of title:	A Narrative Study.
Author:	Nisbeth-Hart, Verona.
Description:	1 online resource (239 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-12, Section: A.
Contained By:	Dissertations Abstracts International85-12A.
Subject:	Gifted education. -
Online resource:	click for full text (PQDT)
ISBN:	9798382803746

Teachers of Gifted Self-Contained Combination/Multi-Age Classes : = A Narrative Study.
Nisbeth-Hart, Verona.

Teachers of Gifted Self-Contained Combination/Multi-Age Classes :A Narrative Study. - 1 online resource (239 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: A.

Thesis (Ph.D.)--Barry University, 2024.

Includes bibliographical references

Gifted students are multifaceted, and they come from all different racial, cultural, and ethnic backgrounds. They perform at a much higher level than their peers. As a result, it requires a specific type of teacher to instruct them in the classroom. The purpose of this qualitative narrative study was to explore how teaching a gifted self-contained combination/multi-age class impacts educator practice and instruction. It also examined the strategies that educators use in order to challenge and support their full range of gifted learners in the classroom. The theoretical framework that propelled the study was Lee Shulman's Pedagogical Content Knowledge (PCK), differentiated instruction, and the gifted teacher preparation standards. Four participants that spanned over two school districts from public and charter schools took part in the research. The participants completed a preliminary Google document, then participated in a semi-structured interview, the interviews were then transcribed and after member checking, the participants' interviews were re-storied. At the end of each re-story, there is also a reflective poem. The three themes that emerged from the participants experiences are, thinking outside the box, one size does not fit all, and reflection in the mirror.The findings from the study revealed that teachers of gifted self-contained combination/multi-age classes require appropriate teacher training, continuous research, and they should have a plethora of strategies to use in the classroom in order to keep their multifaceted students challenged and engaged. Findings also revealed that in order to plan appropriately, personal time is sacrificed. Teachers also need to be content experts in their areas of study. When gifted teachers are open to being vulnerable and reflective, they are able to provide the freedom, independence, and autonomy to their students which in turn appeals to their interests and nurtures their gifts and talents.

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

Mode of access: World Wide Web

ISBN: 9798382803746Subjects--Topical Terms:

1179909
Gifted education.
Subjects--Index Terms:

Combination/multi-ageIndex Terms--Genre/Form:

554714
Electronic books.

Teachers of Gifted Self-Contained Combination/Multi-Age Classes : = A Narrative Study.
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