dc.contributor.advisor | Madsen, Jean | |
dc.creator | Jones, Harleigh Paul | |
dc.date.accessioned | 2019-01-17T17:38:37Z | |
dc.date.available | 2019-01-17T17:38:37Z | |
dc.date.created | 2018-05 | |
dc.date.issued | 2018-04-12 | |
dc.date.submitted | May 2018 | |
dc.identifier.uri | https://hdl.handle.net/1969.1/173434 | |
dc.description.abstract | The purpose of this study was to analyze how the school-within-a-school setting
interacts with the non-academic self-concept of gifted and talented students in grades 6-
8. A case study approach was used to discover how grouping gifted and talented
students in the school-within-a-school interacted with non-academic self-concept. The
findings were analyzed based on the students’ and parents’ perceptions and experiences
to understand how the school-within-a-school setting impacted the students’ self-concept.
The findings show the grouping of gifted and talented students in a school-within-
a school setting was positive for both students and parents. The students reported
positive experiences during their two or three years of attending the specialized school-within-
a-school. Students and parents reported that personal factors, including friends
and academic opportunities, contributed to a positive experience. Students reported that
behavioral factors, including academic performance and academic support, contributed
to a positive self-concept. Additionally, students reported that being in a school-within-a
school setting with other gifted students allowed them to create and develop positive
relationships with age and intellectual peers within the specialized setting and the larger
context of the entire school.
In order to increase the self-concept of students in the school-within-a-school
setting, specific opportunities were developed for students to talk about giftedness and
how they see themselves as gifted individuals. Resources for developing differentiated
learning experiences should be written into curriculum documents to allow teachers to
develop multiple entry points for the varying readiness levels of the students.
Professional learning opportunities should also be utilized to help teachers share
exemplars and experiences which may increase academic opportunities for students to
have meaningful instructional experiences and increased non-academic and academic
achievement for students. | en |
dc.format.mimetype | application/pdf | |
dc.language.iso | en | |
dc.subject | Gifted | en |
dc.subject | Self-concept | en |
dc.title | The Non-Academic Self-Concept of Homogeneously Grouped Sixth through Eighth Grade Gifted and Talented Students | en |
dc.type | Thesis | en |
thesis.degree.department | Educational Administration and Human Resource Development | en |
thesis.degree.discipline | Educational Administration | en |
thesis.degree.grantor | Texas A & M University | en |
thesis.degree.name | Doctor of Education | en |
thesis.degree.level | Doctoral | en |
dc.contributor.committeeMember | Irby, Beverly | |
dc.contributor.committeeMember | Smith, Karen | |
dc.contributor.committeeMember | Juntune, Joyce | |
dc.type.material | text | en |
dc.date.updated | 2019-01-17T17:38:37Z | |
local.etdauthor.orcid | 0000-0002-6851-5137 | |