國立虎尾科技大學 |

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education./
Author:	Cybulski, Zhen.
Description:	1 online resource (124 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
Contained By:	Dissertations Abstracts International84-10A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798379425104

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.
Cybulski, Zhen.

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education. - 1 online resource (124 pages)

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

Thesis (Ed.D.)--Saint Leo University, 2023.

Includes bibliographical references

Gifted education and support programs have no specific, unified provisions, mandates, or requirements. Public elementary school students identified as gifted in a southern U.S. state are offered one of two types of programs. This study aims to identify all-day gifted teachers' perceptions of effective gifted education. This mix-method study utilized qualitative research through interviews with five teachers at the all-day gifted school over Zoom. The quantitative portion supported all-day teachers' perceptions of quality education by comparing the iReady end-of-the-year test data of gifted-identified students after receiving at least one year of all-day gifted support with gifted-identified students who received the pull-out gifted support from nine randomly chosen schools from the same district. The study revealed nine themes' teachers from the all-day gifted school consider critical to gifted-identified students' academic success. The quantitative data showed that gifted-identified students' math achievement equally supported the gifted program. Gifted-identified students' reading achievement was higher after at least one year of all-day gifted support than gifted-identified students in the pull-out program. Recommendations from the study include providing professional development for educators of the gifted based on the themes identified as necessary when providing gifted services. An additional qualitative study is suggested to compare the themes identified by all-day gifted educators with pull-out gifted educators.

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

Mode of access: World Wide Web

ISBN: 9798379425104Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Educators of the giftedIndex Terms--Genre/Form:

554714
Electronic books.

Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.
LDR:02887ntm a22003737 4500 001 1144144
005 20240603070939.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798379425104
035 $a (MiAaPQ)AAI30318189
035 $a AAI30318189
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Cybulski, Zhen. $3 1469075
245 1 0 $a Teachers' Perceptions of Contribution Factors of Academic Success in Gifted Education.
264 0 $c 2023
300 $a 1 online resource (124 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 84-10, Section: A.
500 $a Advisor: Carver, Lin B.
502 $a Thesis (Ed.D.)--Saint Leo University, 2023.
504 $a Includes bibliographical references
520 $a Gifted education and support programs have no specific, unified provisions, mandates, or requirements. Public elementary school students identified as gifted in a southern U.S. state are offered one of two types of programs. This study aims to identify all-day gifted teachers' perceptions of effective gifted education. This mix-method study utilized qualitative research through interviews with five teachers at the all-day gifted school over Zoom. The quantitative portion supported all-day teachers' perceptions of quality education by comparing the iReady end-of-the-year test data of gifted-identified students after receiving at least one year of all-day gifted support with gifted-identified students who received the pull-out gifted support from nine randomly chosen schools from the same district. The study revealed nine themes' teachers from the all-day gifted school consider critical to gifted-identified students' academic success. The quantitative data showed that gifted-identified students' math achievement equally supported the gifted program. Gifted-identified students' reading achievement was higher after at least one year of all-day gifted support than gifted-identified students in the pull-out program. Recommendations from the study include providing professional development for educators of the gifted based on the themes identified as necessary when providing gifted services. An additional qualitative study is suggested to compare the themes identified by all-day gifted educators with pull-out gifted educators.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Gifted education. $3 1179909
653 $a Educators of the gifted
653 $a Gifted-identified students
653 $a Academic success
653 $a Gifted program
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0445
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Saint Leo University. $b School of Education & Social Services. $3 1466704
773 0 $t Dissertations Abstracts International $g 84-10A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30318189 $z click for full text (PQDT)