The impact of teacher training for individualization on highly gifted students in heterogeneous classrooms /
To what extent can the gifted and talented student be challenged in the regular classroom with mixed levels of ability among students? Limited educational funds, the attitude that gifted students can do without special services, and a push for heterogeneous grouping of students have led to teacher...
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| Format: | Thesis Book |
| Language: | English |
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[Place of publication not identified] :
[publisher not identified] ;
1996.
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| Online Access: | http://proxy.library.tamu.edu/login?url=http://proquest.umi.com/pqdweb?did=743156761&sid=1&Fmt=2&clientId=2945&RQT=309&VName=PQD |
| Summary: | To what extent can the gifted and talented student be challenged in the regular classroom with mixed levels of ability among students? Limited educational funds, the attitude that gifted students can do without special services, and a push for heterogeneous grouping of students have led to teacher frustration. Either students are all alike and can be taught the same, or they are different and need adapted instruction. In response to this dilemma, Mustard Seed Project was developed and supported by a grant from the Javits Gifted'and Talented Students Education Program to train teachers to differentiate for student needs by curricular adaptations. Recognizing that teachers, like students, are at various levels of proficiency and readiness for information and methods, the training for teachers modeled the process of individualization for each learner's level, pace, and style. In order to support the difficult transition required by change, a follow-up support system of human and material resources was devised and implemented. The sites participating in this study were all rural, ethnically diverse, and economically disadvantaged. This research study explores the impact of the teacher's individualized practices on the highly gifted child in the setting of the regular, mixed-ability classroom at the elementary school level. Profiles of six gifted students identified for especially high potential were developed using interviews and classroom observations. The research questions sought to determine the extent of the gifted child's intellectual challenge, opportunities for creative expression, exploration of in-depth self-selected topics of interest, and social and emotional satisfaction in adapted classrooms. Emerging from students' responses to interview questions were the following themes: the nature of the gifted child, the impact of gender on the experience, the impact of the rural setting, common abilities and interests, students' sources of support, and students' appreciation for individualized instruction. The most compelling finding emerging from the data analysis is the high degree of satisfaction expressed by these students when learning contains the adaptation for rate and student . choice. Eight recommendations emerge from the analysis. |
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| Item Description: | Vita. "Major Subject: Educational Psychology". |
| Physical Description: | viii, 115 leaves ; 28 cm. Issued also on microfiche from University Microfilms Inc. |
| Bibliography: | Includes bibliographical references. |