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ERIC Number: EJ1176202
Record Type: Journal
Publication Date: 2018
Pages: 9
Abstractor: As Provided
ISSN: ISSN-0278-3193
Impacts of Learning Standards and Testing on Gifted Learners in STEM Schools: A Multilevel Analytic Induction
Tofel-Grehl, Colby; Feldon, David F.; Callahan, Carolyn M.
Roeper Review, v40 n2 p130-138 2018
This article shares findings from a multilevel analytic induction of administrators, teachers, and gifted students within specialized science, technology, engineering, and mathematics (STEM) schools about their beliefs regarding the role of standards and standardized tests in the education of gifted learners. Sharing results from a cross-case analysis of six schools, we explore the ways in which student experiences of standards-based learning differ from the perceptions of their teachers and school administrators. We found that there is no consensus across administrators, teachers, and students regarding the impact that standards have in the educational process or on outcomes within specialized STEM schools, though all community members value and seek to create deep learning opportunities for students.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A060044