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GIFTED STUDENTS’ PERCEPTIONS OF THE DIFFERENTIATED
CURRICULUM
by
Kendra Hollern Dobron
__________________________________________________________
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
August 2011
Copyright 2011 Kendra Hollern Dobron
Object Description
| Title | Gifted students' perceptions of the differentiated curriculum |
| Author | Dobron, Kendra Hollern |
| Author email | khollern@usc.edu;Kendra.Dobron@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-05-10 |
| Date submitted | 2011-07-06 |
| Date approved | 2011-07-07 |
| Restricted until | 2011-07-07 |
| Date published | 2011-07-07 |
| Advisor (committee chair) | Kaplan, Sandra N. |
| Advisor (committee member) |
Castruita, Rudy Picus, Lawrence |
| Abstract | A differentiated curriculum for the gifted provides learning experiences that are challenging, interesting, satisfying, useful in the application to the real world, transferable to other disciplines and content areas, and allows for choice. While a differentiated curriculum is necessary for gifted learners, students’ attitudes, opinions, and perceptions of the differentiated curriculum are seldom sought. This study examined highly gifted, gifted, and perceived gifted students’ perceptions of the elements of a differentiated curriculum defined by the California GATE Standards (2005). The population included gifted students in grades 3-5 from three suburban private schools in Southern California. Quantitative methods and descriptive statistics were used to analyze how gifted students perceived the vignettes on a survey questionnaire depicting examples of a differentiated curriculum. Students’ responses also indicated how different formal and informal methods of identification of giftedness affected students’ perceptions of challenge, choice, interest, satisfaction, usefulness, and transfer in relationship to their curricular experiences. The findings revealed that highly gifted, gifted, and perceived gifted students identified curricular elements representing the differentiated curriculum positively, and that formally identified gifted students’ perceptions of challenge of the differentiated curriculum (51%) were significantly different and lower than formally identified highly gifted (87%) and informally perceived gifted (95%) students’ perceptions. Gifted students’ perceptions of interdisciplinary connections were significantly different and lower than perceived gifted students. The results indicated that for a better match between the concepts of a differentiated curriculum and the learner, teachers and students need to be collaborators in the teaching and learning processes. |
| Keyword | gifted; students' perceptions; differentiated; curriculum |
| 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-m |
| Rights | Dobron, Kendra Hollern |
| Access conditions | The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given. |
| Repository name | University of Southern California Digital Library |
| Repository address | USC Digital Library, University of Southern California, University Park Campus MC 7002, 106 University Village, Los Angeles, California 90089-7002, USA |
| Repository email | cisadmin@usc.edu |
| Archival file | uscthesesreloadpub_Volume71/etd-DobronKend-56.pdf |
Description
| Title | Page 1 |
| Full text | GIFTED STUDENTS’ PERCEPTIONS OF THE DIFFERENTIATED CURRICULUM by Kendra Hollern Dobron __________________________________________________________ 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 August 2011 Copyright 2011 Kendra Hollern Dobron |
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