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TEACHERS’ CHOICES OF CURRICULUM AND TEACHING METHODS
AND THEIR EFFECT ON GIFTED STUDENTS’ SELF-PERCEPTIONS
by
Rebecca Wei Nakagawa
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
August 2008
Copyright 2008 Rebecca Wei Nakagawa
Object Description
| Title | Teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions |
| Author | Nakagawa, Rebecca Wei |
| Author email | rnakagaw@iusd.org |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2008-04-28 |
| Date submitted | 2008 |
| Restricted until | Unrestricted |
| Date published | 2008-07-10 |
| Advisor (committee chair) | Kaplan, Sandra N. |
| Advisor (committee member) |
Pensavalle, Margo T. Ragusa, Gisele |
| Abstract | This study examined the role of teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.; The study extracted the data from teacher survey items about teachers' choices of curriculum and teaching methods and examined the rationales for their selections. A corresponding examination extracted the data from student survey items that related to gifted students' self-perceptions of their interest and abilities. Based on the results from the surveys, open-ended student interview questions were formulated to further examine the relationship between teachers' choices of curriculum and teaching methods and their effect on gifted students' self-perceptions.; The results found that teachers' choices varied in six areas of inquiry: curriculum, differentiated elements, content, organizational structure, grouping patterns, and student preferences. The participating teachers' choices for selected curriculum and teaching methods showed a preference for instructional strategies that spilled over to benefit all learners. The students' survey responses to their teachers' selection of lessons reflected that these lessons met their interests and abilities. The open-ended student interviews reflected three slight variations in the collective responses related to challenge, self-perception, and gender. |
| Keyword | education; gifted students |
| 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 |
| Type | texts |
| Legacy record ID | usctheses-m1331 |
| Contributing entity | University of Southern California |
| Rights | Nakagawa, Rebecca Wei |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Nakagawa-20080710 |
| Archival file | uscthesesreloadpub_Volume32/etd-Nakagawa-20080710.pdf |
Description
| Title | Page 1 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | TEACHERS’ CHOICES OF CURRICULUM AND TEACHING METHODS AND THEIR EFFECT ON GIFTED STUDENTS’ SELF-PERCEPTIONS by Rebecca Wei Nakagawa A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION August 2008 Copyright 2008 Rebecca Wei Nakagawa |
