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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

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.
ContributorsDohm, Dianna (Author) / Carlson, David L. (Thesis advisor) / Barnard, Wendy (Committee member) / Moses, Lindsey (Committee member) / Arizona State University (Publisher)
Created2014
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Description
This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences

This study addresses the problem of high school graduates with learning disabilities who are unprepared for higher education and the workplace because of limited exposure to career professionals and perceived barriers. The purpose of this study is to examine how a career exploration model, entitled CaMPs (Career Model Professionals) influences students’ career decision-making self-efficacy. CaMPs incorporates exposure to career role models, as well as career research and self-reflection. CaMPs proivides students with learning disabilities first-hand accounts of successful career professionals, to assist them in setting academic and career goals that are aligned to their personal strengths. This mixed methods study develops and evaluates a career based innovation for high school students and reviews the relationship between the innovation and students’ self-efficacy. Students completed a self-efficacy survey (Career Decision Self-Efficacy - Short Form: CDSE) before and after the implementation of the CaMPs program. A t-test comparing pre- and post-survey scores indicated that there was a significant increase in self-efficacy after completion of the program. Qualitative data revealed changes in students’ career interests and new considerations to their career preparation process after participating in the CaMPs innovation. This study will be useful in the development of career programs for high school students, particularly those with learning disabilities, to assist them in choosing and preparing for their future careers.
ContributorsCook, Jeffrey (Author) / Caterino, Linda C (Thesis advisor) / Carlson, David L. (Committee member) / Dawes, Mary E (Committee member) / Arizona State University (Publisher)
Created2017