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首页> 外文学位 >Anomaly or regularity: A phenomenological study of gifted certified teachers' lived experiences with gifted students in an urban Title I elementary school.
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Anomaly or regularity: A phenomenological study of gifted certified teachers' lived experiences with gifted students in an urban Title I elementary school.

机译：异常或规律性：一项对资优认证教师与城市第一类小学的资优学生的生活经历的现象学研究。

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摘要

The purpose of this qualitative phenomenological study was to explore the lived experiences of ten gifted certified teachers in an urban Title I elementary school in order to gain an understanding of gifted certified teachers' lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations, and to also understand what these experiences meant to the participants. A qualitative, exploratory, phenomenological study was used. The theoretical context of the study was to explore attribution theory as it applied to the lived experiences of ten gifted certified teachers with identifying gifted traits in their students and with gifted identified students of diverse populations in an urban Title I elementary school. The central question explored was: What are gifted certified teachers' experiences in an urban Title I elementary school? Three corollary questions were employed: What is the experience of a gifted certified teacher with identifying gifted traits in their students? What is the experience of a gifted certified teacher with gifted identified students of diverse populations? What does the term giftedness mean to gifted certified teachers? Data was collected through semi-structured interviews, using ten open-ended questions, with the participants regarding their lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations. The study was an exploratory study of gifted certified teachers' lived experiences with identifying gifted traits in their students and with gifted identified students of diverse populations. The population of interest was eleven gifted certified teachers, in an urban Title I elementary school. The intent of the researcher for using educators within an urban Title I elementary school was to produce detailed descriptions of the participants' lived experiences. The population sample was voluntary participants who were gifted certified. The sole purpose for the findings of the study was for this dissertation. No information was shared with the school board or principal of the school. The implications for further research were to develop a broader area of study, including rural school districts and other urban school districts.
机译：这项定性现象学研究的目的是探索城市第一职称小学的十名资优认证教师的生活经历，以便了解资优认证教师在识别学生和被资优学生中的特质特征的经历。并了解这些经历对参与者的意义。使用了定性，探索性，现象学的研究。该研究的理论背景是探索归因理论，该归因理论适用于十名资优认证教师的生活经历，他们能够识别学生中的资优特质，并能与城市第一类小学的不同人群的资优生进行识别。探索的中心问题是：在城市第一职称小学中有资历的合格教师的经历是什么？提出了三个必然的问题：资优认证的老师在识别学生的资优特征方面有什么经验？有资历的合格老师与不同人群的资优鉴定学生的经历是什么？ “资优”一词对资优认证的老师意味着什么？数据是通过半结构化访谈收集的，使用了十个开放性问题，与参与者讨论了他们在识别学生中的天赋特质以及与不同人群的天才特质中所经历的经历。这项研究是对资优认证教师的生活经历的探索性研究，他们确定了学生中的资优特征以及与不同群体的资优学生进行了识别。感兴趣的人群是一所城市的Title I小学的11名资优认证教师。研究人员的目的是在城市的第一所小学使用教育工作者，目的是对参与者的生活经历进行详细描述。人口样本是自愿参加的并获得资历认证的参与者。本研究结果的唯一目的是本论文。没有与学校董事会或学校负责人共享任何信息。进一步研究的意义在于发展更广阔的研究领域，包括农村学区和其他城市学区。

著录项

  • 作者

    Hooper, Dewilla G.;

  • 作者单位

    Capella University.;

  • 授予单位 Capella University.;
  • 学科 Education Gifted.;Education Special.
  • 学位 Ph.D.
  • 年度 2013
  • 页码 197 p.
  • 总页数 197
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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