Date of Award

2020

Document Type

Dissertation in Practice

Degree Name

Ed.D.

Organizational Unit

Morgridge College of Education, Teaching and Learning Sciences, Curriculum and Instruction

First Advisor

Norma L. Hafenstein

Second Advisor

Paul Michalec

Third Advisor

Jessica Howard

Fourth Advisor

Lindsey Reinert

Keywords

Community, Gifted, Underachieve

Abstract

The purpose of this study was to explore the perceptions of active community building in a classroom with culturally linguistically economically diverse (CLED) gifted learners in a semirural school district who underachieve. The central research question was, how does actively building classroom community interact with CLED gifted learners who underachieve? The research questions were the following: What are educators’ perceptions of CLED gifted learners who underachieve? How do educators implement community-building in the classroom? What are parents’ perceptions of actively building community in the classroom with CLED gifted learners who underachieve? The four primary categories that emerged were (a) meeting learners’ socio-emotional needs, (b) providing choices to promote independence, (c) differentiation of content, process, and assessment, and (d) engaging with families to connect with the child. Generalizations from these categories led to the emergence of three overarching themes: empowerment, safe environment, and teacher-family relationships. These findings indicated that actively building community in the classroom has a positive effect on CLED gifted learners who underachieve.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Michelle Elaine Norberto-Whipple

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

283 p.

Discipline

Gifted education

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