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The Learning Ceiling in Gifted Education : = A Descriptive Case Study to Examine Teachers' Perceptions of Gifted Students' Disengagement in the General Education Classroom.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Learning Ceiling in Gifted Education :/
Reminder of title:	A Descriptive Case Study to Examine Teachers' Perceptions of Gifted Students' Disengagement in the General Education Classroom.
Author:	Piazzon Gordon, Tracy.
Description:	1 online resource (145 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
Subject:	Gifted education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380872300

The Learning Ceiling in Gifted Education : = A Descriptive Case Study to Examine Teachers' Perceptions of Gifted Students' Disengagement in the General Education Classroom.
Piazzon Gordon, Tracy.

The Learning Ceiling in Gifted Education :A Descriptive Case Study to Examine Teachers' Perceptions of Gifted Students' Disengagement in the General Education Classroom. - 1 online resource (145 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

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

Includes bibliographical references

The present qualitative case study examined the perceived effects of gifted teachers' perceptions on gifted students' engagement in the general education classroom. The study focused on how these perceptions affected how gifted teachers present academics to gifted students, particularly those not engaged in the lessons proposed by the teacher. The study also examined how the gifted teachers' perception of gifted students' engagement may condition the teachers' behavior toward these gifted students while presenting educational content. Through semi-structured interviews and document reviews, gifted teachers' perceptions and presentation of academics intended for gifted students was explored. The data collected mainly focused on gifted teachers' perceptions of gifted students' engagement with no specifics of content areas. The data explored the possibility of gifted teachers' perceptions and the effects they pose on gifted students. The descriptive case study addressed the theory of "self-fulfilling prophecy," also referred to as the "Pygmalion Effect," and its role in gifted students' engagement. The sample population comprised teachers who taught or teach gifted students in kindergarten through fifth grade. The findings of the descriptive case study should help teachers better understand the effects gifted teachers' perceptions have on gifted students' academic engagement. By implementing data-driven high expectancy strategies, gifted teachers can help meet the educational engagement of gifted students who attend public schools in the grades from K-5th. Further research on training for gifted teachers to avoid biases, lack of rigor in expectations, and behaviors toward gifted students is needed to help provide the best practices for successfully teaching gifted students in the general education classroom. Moreover, bias free practices will give students the best possible learning experiences and those opportunities for academic success.

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

Mode of access: World Wide Web

ISBN: 9798380872300Subjects--Topical Terms:

1179909
Gifted education.
Subjects--Index Terms:

AccountabilityIndex Terms--Genre/Form:

554714
Electronic books.

The Learning Ceiling in Gifted Education : = A Descriptive Case Study to Examine Teachers' Perceptions of Gifted Students' Disengagement in the General Education Classroom.
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520 $a The present qualitative case study examined the perceived effects of gifted teachers' perceptions on gifted students' engagement in the general education classroom. The study focused on how these perceptions affected how gifted teachers present academics to gifted students, particularly those not engaged in the lessons proposed by the teacher. The study also examined how the gifted teachers' perception of gifted students' engagement may condition the teachers' behavior toward these gifted students while presenting educational content. Through semi-structured interviews and document reviews, gifted teachers' perceptions and presentation of academics intended for gifted students was explored. The data collected mainly focused on gifted teachers' perceptions of gifted students' engagement with no specifics of content areas. The data explored the possibility of gifted teachers' perceptions and the effects they pose on gifted students. The descriptive case study addressed the theory of "self-fulfilling prophecy," also referred to as the "Pygmalion Effect," and its role in gifted students' engagement. The sample population comprised teachers who taught or teach gifted students in kindergarten through fifth grade. The findings of the descriptive case study should help teachers better understand the effects gifted teachers' perceptions have on gifted students' academic engagement. By implementing data-driven high expectancy strategies, gifted teachers can help meet the educational engagement of gifted students who attend public schools in the grades from K-5th. Further research on training for gifted teachers to avoid biases, lack of rigor in expectations, and behaviors toward gifted students is needed to help provide the best practices for successfully teaching gifted students in the general education classroom. Moreover, bias free practices will give students the best possible learning experiences and those opportunities for academic success.
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