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ERIC Number: ED555427
Record Type: Non-Journal
Publication Date: 2013
Pages: 180
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3034-3607-9
Choice, Challenge, and Collaboration: Giving Teachers of Gifted Students What They Need in Professional Development
Green, Bonnie Rhyne
ProQuest LLC, Ph.D. Dissertation, Mercer University
Since the implementation of NCLB initiatives, rural K-12 teachers in Middle Georgia have been working to gain highly qualified status in their area of certification. These educators have faced struggles that are characteristic of rural schools to include: limited resources, isolated geographic locations, and lack of funds. The In-field Gifted Endorsement Program has been offered by local regional education service agencies (RESAs) supporting schools in the region. Participation in this program enabled teachers to receive the necessary professional development training for gaining K-12 gifted certification. The purpose of this qualitative, single case study was to provide in-depth descriptions of the experiences of nine K-12 teachers' participation in the same In-field Gifted Endorsement Program implemented at multiple sites in rural, Middle Georgia. The single case study further sought to describe how these experiences may have affected teacher participants' pedagogical practice. Semi-structured interviews were conducted with nine rural, K-12 teachers who had participated in the In-field Gifted Endorsement Program. Transcripts from the interviews, teacher-created documents provided by participants, and course syllabi of the professional development program were analyzed using open coding to search for emerging themes. Emerging themes from the analysis include: understanding and recognizing giftedness, importance of differentiating instruction, effective facilitator, choice, significance of challenge and change in thinking, collaboration with colleagues, and change in practice. The results from this study add to the limited research on professional development for rural K-12 teachers seeking additional gifted certification. In addition, results indicate that further research should be considered in professional development of rural teachers of gifted so that curriculum and program developers consider providing teacher participants opportunities for choice, challenge, and collaboration with colleagues to assist change in thinking and practice. [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: Elementary Secondary Education; Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia