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- All Subjects: Gifted children--Education (Elementary)--Arizona.
- Creators: Moses, Lindsey
Description
The State of Arizona mandates that students with superior intellect or abilities, or identified gifted students, receive appropriate gifted education and services in order to achieve at levels commensurate with their intellect and abilities. Additionally, the State of Arizona adopted the Arizona College and Career Ready Standards (AZCCRS) initiative. This investigation explores if, according to the perceptions of gifted educators, the AZCCRS support a gifted mathematic curriculum and pedagogy at the elementary level which is commensurate with academic abilities, potential, and intellect of these mathematically gifted students, what the relationships are between exemplary gifted curriculum and pedagogy and the AZCCRS, and exactly how the gifted education specialists charged with meeting the academic and intellectual needs and potential of their gifted students interpret, negotiate, and implement the AZCCRS.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
ContributorsDohm, Dianna (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2014
Description
The problem of practice addressed in this mixed methods action research study is the underachievement of fifth-grade students in mathematics. This study explores the effects of an innovation designed to help students develop a growth mindset by utilizing self-regulation strategies to improve academic growth in mathematics. Students’ underachievement in mathematics has been illustrated by both state and international assessments. Throughout the decades, mathematics instruction and reforms have varied, but overall students’ psychological needs have been neglected. This innovation was designed to develop students’ psychological characteristics regarding facing challenges in mathematics. For this purpose, two guiding theories were utilized to frame this research study, Dweck’s mindset theory and self-regulation theory. To address the research questions of this study, pre- and post-questionnaire data, observational data and student work was analyzed. Results of the qualitative data indicated that the innovation positively impacted students’ mindsets and use of self-regulation strategies. However, quantitative data indicated the innovation had no effect on students’ use of self-regulation strategies or academic growth, and a negative impact on students’ mindsets.
ContributorsManchester, Sarah (Author) / Judson, Eugene (Thesis advisor) / Moses, Lindsey (Committee member) / Ellis, Raquel (Committee member) / Arizona State University (Publisher)
Created2020