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ERIC Number: ED524233
Record Type: Non-Journal
Publication Date: 2010
Pages: 214
Abstractor: As Provided
Reference Count: 0
ISBN: ISBN-978-1-1244-1343-3
Teachers' Perceptions of Strategies and Skills Affecting Learning of Gifted 7th Graders in English Classes
Noble, James Paul
ProQuest LLC, Ed.D. Dissertation, University of Southern California
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, & Hebert 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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 7; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A