A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students

Autor/in	Sueker, Carrie Olstad
Titel	A Phenomenological Exploration of Teacher Training Regarding Academically Advanced/High-Ability Students
Quelle	(2011), (201 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1246-2328-3
Schlagwörter	Hochschulschrift; Dissertation; Teacher Education; Advanced Students; Academic Ability; Academically Gifted; Phenomenology; Qualitative Research; Knowledge Base for Teaching; Barriers; Training; Rural Schools; Policy Formation; Inservice Education; Social Change; Educational Needs; Interviews; Elementary Education; Middle Schools; Kindergarten; Curriculum; Elementary School Teachers; Middle School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrerausbildung; Lehrerbildung; Fortgeschrittener; Phenomenological psychology; Phänomenologie; Psychologie; Qualitative Forschung; Teaching theory; Theory of teaching; Unterrichtstheorie; Ausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Politische Betätigung; Berufsbegleitende Ausbildung; Sozialer Wandel; Educational need; Bildungsbedarf; Interviewing; Interviewtechnik; Elementarunterricht; Middle school; Mittelschule; Mittelstufenschule; Curricula; Lehrplan; Rahmenplan; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle schools
Abstract	The needs of academically advanced/high-ability students may not be met in today's schools. When educational needs are not met, students may not reach full potential, may lose intrinsic motivation for learning, and may develop poor work and study habits. The rural school district involved in this study lacks a formal gifted and talented program. The purpose of this qualitative, phenomenological research study was to explore the lived experiences of 15 K-8 teachers in the identified school district via individual interviews. The National Association for Gifted Children's knowledge and skill standards in gifted and talented education served as the conceptual framework for this study. The research questions explored teacher training for working with academically advanced students and the skills and knowledge teachers feel they require on this topic. Possible supports and barriers to the implementation of these skills and knowledge were also addressed. Data were analyzed using Moustakas's approach to Husserl's transcendental phenomenology. Three conclusions from the findings indicated that teachers have received very little to no preservice and inservice training on the topic; district teaming situations are a training strength; and regular, on-going training on the topic of academically advanced students is necessary. Recommendations include incorporating a scope and sequence to the curriculum for academically advanced students, implementing state/federal mandates for these students, and integrating this study's conceptual framework into teacher preservice programs and staff development. In addition to contributing to potential positive social change in the school district, the results may inform training practices in other districts, preservice programs, and state policy formation, all of which can impact learning and well-being of academically advanced/high-ability students. [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).
Anmerkungen	ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10