Description
The State of Arizona mandates that students with superior intellect or abilities, or identified gifted students, receive appropriate gifted education and services in order to achieve at levels commensurate with their intellect and abilities. Additionally, the State of Arizona adopted the Arizona College and Career Ready Standards (AZCCRS) initiative. This investigation explores if, according to the perceptions of gifted educators, the AZCCRS support a gifted mathematic curriculum and pedagogy at the elementary level which is commensurate with academic abilities, potential, and intellect of these mathematically gifted students, what the relationships are between exemplary gifted curriculum and pedagogy and the AZCCRS, and exactly how the gifted education specialists charged with meeting the academic and intellectual needs and potential of their gifted students interpret, negotiate, and implement the AZCCRS.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
This study utilized a qualitative approach and a variety of instruments to gather data, including: profile questionnaires, semi-structured pre-interviews, reflective journals, three group discussion sessions, and semi-structured post interviews. The pre- and post interviews as well as the group discussion sessions were audiotape recorded and transcribed. A three stage coding process was utilized on the questionnaires, interviews, discussion sessions, and journal entries.
The results and findings demonstrated that AZCCRS clearly support exemplary gifted mathematic curriculum and practices at the elementary level, that there are at least nine distinct relationships between the AZCCRS and gifted pedagogy, and that the gifted education specialists interpret, negotiate, and implement the AZCCRS uniquely in at least four distinct ways, in their mathematically gifted pullout classes.
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Details
Title
- Gifted students and the Common Core State Standards
Contributors
- Dohm, Dianna (Author)
- Carlson, David L. (Thesis advisor)
- Barnard, Wendy (Committee member)
- Moses, Lindsey (Committee member)
- Arizona State University (Publisher)
Date Created
The date the item was original created (prior to any relationship with the ASU Digital Repositories.)
2014
Subjects
- Gifted education
- Education, Elementary
- curriculum development
- common core
- constructivist
- Curriculum
- Education
- Gifted education
- Standards
- Common Core State Standards (Education)--Arizona.
- Common Core State Standards (Education)
- College preparation programs--Arizona.
- College preparation programs
- Vocational guidance--Arizona.
- Vocational guidance
- Mathematics--Study and teaching (Elementary)--Arizona.
- Mathematics
- Gifted children--Education (Elementary)--Arizona.
- Gifted children
Resource Type
Collections this item is in
Note
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Vita
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thesisPartial requirement for: Ph. D., Arizona State University, 2014
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bibliographyIncludes bibliographical references (p. 202-213)
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Field of study: Curriculum and instruction
Citation and reuse
Statement of Responsibility
by Dianna Dohm