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TEACHERS’ PERCEPTIONS OF STRATEGIES AND SKILLS AFFECTING
LEARNING OF GIFTED 7TH GRADERS IN ENGLISH CLASSES
by
James Paul Noble
________________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
December 2010
Copyright 2010 James Paul Noble
Object Description
| Title | Teachers’ perceptions of strategies and skills affecting learning of gifted 7th graders in English classes |
| Author | Noble, James Paul |
| Author email | james.noble@lausd.net; james.noble1@mac.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-09-22 |
| Advisor (committee chair) | Kaplan, Sandra N. |
| Advisor (committee member) |
Ragusa, Giselle Pensaval, Margo |
| Abstract | This study was conducted in 11 schools across 5 school districts and solicited responses from 20 teachers. This study found a relationship between instructional strategies appropriate for gifted students and teachers’ perceptions of contributions the strategies made to learning. The literature review section examined the modern focus on gifted education. This study included a cursory examination of how American gifted students compare to the preparation and performance of their international counterparts (Ross, 1993). The literature also provided a glimpse into what motivates gifted students. The literature review also discussed several other selected factors such as family stability and known effective instructional techniques for gifted students (Beck, 2001; Coleman, 2006; Corbett & Wilson, 2002; Reis, Colbert, & Hébert 2005). The literature was examined with a focus on current instructional strategies and learning skills. The literature established that despite teacher perceptions, given appropriate instructional strategies, the limit for student achievement is immeasurable (Gentry & Neu, 1998). Data analysis was facilitated by cross-tabulation using the statistical package for the social sciences. Responses to each survey item regarding the frequency of use, motivation for use, and location learned for each instructional strategy and each learning skill were cross-tabulated against each other to determine positive comparisons. The teacher responses were examined using comparative analysis because the sample size was small. Data analysis of teacher responses was presented in tables. A large percentage (89.2%) of respondents indicated that they frequently used specialized instructional strategies and learning skills and felt these strategies contributed to gifted students’ learning.; The use of the strategies and skills were most likely representative of what gifted students in 7th grade English classes are experiencing in the region in and around the suburbs and city of Los Angeles. |
| Keyword | gifted; middle school; English classes; 7th grade; instructional strategies; gifted students; teacher perceptions; Los Angeles |
| Geographic subject (county) | Los Angeles |
| Geographic subject (state) | California |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3468 |
| Contributing entity | University of Southern California |
| Rights | Noble, James Paul |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Noble-3645 |
| Archival file | uscthesesreloadpub_Volume23/etd-Noble-3645.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Full text | TEACHERS’ PERCEPTIONS OF STRATEGIES AND SKILLS AFFECTING LEARNING OF GIFTED 7TH GRADERS IN ENGLISH CLASSES by James Paul Noble ________________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION December 2010 Copyright 2010 James Paul Noble |
