A Qualitative Study: The Affects of the No Child Left Behind Act on Gifted and Talented Students

Autor/in	Wylie, Antonia D.
Titel	A Qualitative Study: The Affects of the No Child Left Behind Act on Gifted and Talented Students
Quelle	(2011), (173 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Phoenix
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-2674-2780-9
Schlagwörter	Hochschulschrift; Dissertation; Federal Legislation; Educational Legislation; Qualitative Research; Case Studies; School Districts; Educational Finance; Financial Support; Academically Gifted; Elementary School Curriculum; Teacher Attitudes; Administrator Attitudes; Interviews; Surveys; State Aid; Teacher Competencies; Scores; Grade 3; Grade 4; Elementary School Students; Student Needs; Ohio + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bundesrecht; Bildungsrecht; Schulgesetz; Qualitative Forschung; Case study; Fallstudie; Case Study; School district; Schulbezirk; Bildungsfonds; Finanzielle Förderung; Lehrerverhalten; Interviewing; Interviewtechnik; Survey; Umfrage; Befragung; Lehrkunst; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04
Abstract	The purpose of using a qualitative instrumental case study design for this research was to explore a school district and to gain an understanding about the academic obstacles that a school district may have regarding funding a gifted elementary school curriculum under NCLB mandates. The study elicited reliable and valid data from teachers and administrators. Data collection involved 20 participants and included triangulated data from archival records of budget documents and gifted and talented testing information, face-to-face audiotaped interviews, open-ended question surveys, and the researcher's reflective field notes. The findings from the archival data revealed how much state funding was provided to the Twinsburg City School District for employing gifted and talented staff members, and Ohio Achievement Assessment performance index scores and advanced placement score percentages for third and fourth grade gifted and talented students in this district. The qualitative instrumental case study revealed two overall themes; disconnect and relevance. Each question revealed two themes from the 20 participants. Instrumental case study confirms the findings and exposed a problem: gifted students are not being given adequate instructional time in the classroom because of the mandates set forth by NCLB. As the participants confirmed, constant review and drill is a "one size-fits-all" environment that leads to boredom for gifted and talented students. Perhaps the best results from this study can be for future dialogues to occur that could advocate change within teacher preparation programs, professional development workshops, and policy makers who make mandatory decisions for school districts in the United States. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10