NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED548226
Record Type: Non-Journal
Publication Date: 2012
Pages: 199
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2673-8327-3
ISSN: N/A
Iowa Educators' Perceptions on Talented and Gifted Alternative Education High School Students
Bliven Noll, Laurie J.
ProQuest LLC, Ed.D. Dissertation, Western Illinois University
This study examined the teachers' and administrators' perceptions on talented and gifted (TAG) alternative education high school students. Administrators and teachers from alternative high schools (AHS) in the state of Iowa received an email of a validated survey instrument for data collection. The survey was used to analyze the perceptions of educators who work closely with TAG students within an alternative setting. This platform provided a method to gain insight into educators' common beliefs concerning TAG AHS students. The population for this study was composed of 90 leaders or administrators and teachers who work in Iowa AHSs. Application of descriptive statistics was used to identify the factors that they associated with respondents' perceptions of TAG alternative education high school students. The qualitative and quantitative findings indicated that educators working in Iowa alternative high schools associated negative characteristics with alternative high school students. Survey results showed that educators did not believe that TAG students attended an AHS. The survey results indicated that Iowa AHS educators are less likely to choose courses, programs, or services that specifically meet the needs of TAG AHS students. The study also found that educators associated TAG AHS students with negative school indicators rather than positive school experiences. Negative school experiences may include behavior problems or students that lack socially appropriate behaviors. Positive school experiences may include being a member of the National Honor Society or a cheerleading squad. Survey results also indicated that students from backgrounds of poverty are more likely to attend an AHS. Alternatively, promising indicators showed correlation between educators' views on artistic ability and higher achievement. However, based on survey results of alternative high school educators, they did not believe alternative students were talented and gifted. The study is significant in that it provides an awareness of educators' lack of accurate perceptions concerning TAG high school students within an AHS setting. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Iowa