Literaturnachweis - Detailanzeige
| Autor/in | Van Meter, Rowe L. |
|---|---|
| Titel | A Phenomenological Study of Elementary Teachers' Instructional Decisions to Support Gifted Students |
| Quelle | (2018), (403 Seiten)
PDF als Volltext Ed.D. Dissertation, Grand Canyon University |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 978-0-4384-9641-5 |
| Schlagwörter | Hochschulschrift; Dissertation; Phenomenology; Elementary School Students; Academically Gifted; Self Efficacy; Elementary School Teachers; Decision Making; Arizona |
| Abstract | The purpose of this qualitative phenomenological study was to explore how 15 elementary teachers' lived experiences contributed to their self-efficacy when making instructional decisions to support gifted students in inclusive classrooms in central Arizona. The theoretical framework was Bandura's self-efficacy theory. The central research question asked participants about how their lived experiences with self-efficacy contributed to making instructional decisions to support gifted students' academic needs in inclusive classrooms. Data collection consisted of in-depth, semi-structured interviews, a demographic questionnaire, and an analysis of interview notes. Data analysis consisted of using transcendental phenomenological reduction and MAXQDA to determine the six major themes in the study. The six themes included academic success, relationships, collaboration, resources and strategies, desire for training, and challenges. A major finding of the study was that teachers resolved to overcome challenges to meet gifted students' academic needs in inclusive classrooms. The participants lacked efficacy in their ability to choose the right resources and strategies to support their gifted students' academic needs and faced challenges with the wide range of abilities to support gifted students in their inclusive classrooms, citing a desire for more training in gifted pedagogy. The results provided insights for teachers and school leaders on how to best support gifted students educationally, to inform practices in gifted education, and guide future policy. [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 | 2020/1/01 |
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