Date of Award:
5-2009
Document Type:
Dissertation
Degree Name:
Doctor of Education (EdD)
Department:
School of Teacher Education and Leadership
Department name when degree awarded
Teacher Education and Leadership
Committee Chair(s)
Martha T. Dever
Committee
Martha T. Dever
Committee
Francine F. Johnson
Committee
Scott L. Hunsaker
Committee
Sylvia R. Read
Committee
Ann M. Berghout Austin
Abstract
Young gifted students experience school in a variety of ways. They become bored in classrooms where they are not challenged. They can develop disruptive behaviors or underachieve in order to feel accepted by their classmates or teachers. Three gifted first graders in the teacher-researcher's classroom participated in this case study. A variety of assessment tools were used to identify the student participants. Data were collected through teacher observations, videotaped classroom activities, videotaped interviews with students, audiotaped interviews with parents, and portfolios.
Data are reported and discussed within the frame of five themes that emerged: high parent involvement, social relationships, characteristics of the learning environment, student-centered learning, and asynchronous development. The classroom context is richly described as it is critical to understanding the data and transferability.
Checksum
36c0962fda5522375a991193ec9b4432
Recommended Citation
Buckner, Cari, "Gifted First Graders in a Multi-Ability Classroom: An Interpretive Case Study" (2009). All Graduate Theses and Dissertations, Spring 1920 to Summer 2023. 300.
https://digitalcommons.usu.edu/etd/300
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Comments
This work was revised and made publicly available electronically on July 18, 2011