Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction

Authors

Colby Tofel-Grehl, Utah State UniversityFollow
David F. Feldon, Utah State UniversityFollow
Carolyn M. Callahan, University of Virginia

Document Type

Article

Journal/Book Title/Conference

Roeper Review

Volume

40

Issue

2

Publisher

Routledge

Publication Date

4-13-2018

First Page

130

Last Page

138

Abstract

This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students.

Recommended Citation

Tofel-Grehl, C., Feldon, D. F., & Callahan, C. M. (2018). Impacts of learning standards and testing on gifted learners in STEM schools: A multilevel analytic induction. Roeper Review, 40(2), 130-138.