Effects of the Prompts of Depth and Complexity on Gifted and Non-Gifted Students

Autor/in	Dodds, Kimberly M.
Titel	Effects of the Prompts of Depth and Complexity on Gifted and Non-Gifted Students
Quelle	(2010), (156 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1241-6012-2
Schlagwörter	Hochschulschrift; Dissertation; Urban Schools; Student Attitudes; Academically Gifted; Primary Sources; Content Analysis; Grade 3; Researchers; Investigations; Pretests Posttests; Data Collection; Grade 4; Grade 5; Comprehension; California + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schülerverhalten; Primärquelle; Inhaltsanalyse; School year 03; 3. Schuljahr; Schuljahr 03; Researcher; Forscher; Untersuchung; Data capture; Datensammlung; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; Verstehen; Verständnis; Kalifornien
Abstract	This study was conducted to understand how the prompts of depth and complexity affect gifted and non-gifted student understanding across the disciplines and was performed to (1) provide validation of the prompts in relationship to student acquisition of subject matter and (2) determine how the prompts of depth and complexity were related to student perceptions of challenge, interest and use. Two questions guided this investigation. The researcher explored how the prompts of depth and complexity affect gifted and non-gifted student learning across the disciplines. The researcher also examined gifted and non-gifted student perceptions of the prompts of depth and complexity specific to challenge, interest and use. In this mixed methods study, the primary source of data collection was quantitatively collected in the form of a pre-post test created as part of the Jacob K. Javits Models of Teaching Grant (PR# S26A040072). The primary study utilized a pre-post test to determine student understanding of the prompts of depth and complexity in relation to a social studies event and a language arts narrative. Participants included 88 gifted and non-gifted students from grades 3-5 from an elementary school in an urban school district located in Los Angeles, California. The secondary analysis was designed to augment the information collected during the primary study. To achieve this, interviews were conducted to examine student and teacher perceptions of utilizing the prompts of depth and complexity across the disciplines as they relate to the concepts of challenge, interest and use. Participants for the secondary analysis included 30 students, chosen from the primary study. Three teachers were also purposefully selected. Data were analyzed using several statistical measures and content analysis. The findings revealed that (1) the prompts of depth and complexity positively affected gifted and non-gifted students understanding across the disciplines; (2) gifted student understanding was greater than non-gifted student understanding and (3) gifted and non-gifted students perceive the prompts of depth and complexity to be helpful, interesting and challenging. This research study provides validation of the prompts of depth and complexity as a means to promote increased student learning and understanding across the disciplines. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10