Skip to Main Content
 

Global Search Box

 
 
 

ETD Abstract Container

Abstract Header

Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services

Yockey, Tammy Denise
http://orcid.org/0000-0003-1954-8669
http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279

Abstract Details

2020, Doctor of Education, Miami University, Educational Leadership.
This convergent mixed methods research study examined the use of gifted intervention specialists' (GISs') time in working with students in grades four through eight, who received gifted services within this level, and implications of current academic course options available for these students. Current research has focused on components of gifted education (identification and types of service); however, GISs time use was not represented within the research nor was there detailed research on the students a GIS serves. This research study had GIS research participants complete a two-week time use survey, followed by an in-person follow-up interview to determine the accuracy of the time use survey and to solicit any additional information the GISs felt was relevant to their positions. In addition, an analysis of students in grades four through eight was conducted in regard to who received services from a GIS in relation to grade level, gender, ethnicity, English learner, economic, individualized education plan, and 504 status. This demographic data was compared with students' identification in various areas of giftedness including superior cognitive, specific academic, creative thinking, and visual/performing arts ability. A review of the high school program of studies was conducted to determine if there were any implications on future course offerings as a result of receiving gifted services. GIS participants revealed that the largest portion of their workday is spent on direct instruction, and time is spent outside of the workday to plan and provide feedback to their students. In addition, participants vocalized a desire to provide services to students who are excluded using current gifted identification criteria. In the studied district, students were provided gifted services at nearly double the rate in grades six through eight compared to grades four and five. Without an identification of superior cognitive ability, gifted services in specific academic areas were limited or non-existent. The level of gifted services provided also varied greatly by demographic category.
Lucian Szlizewski, Dr. (Committee Co-Chair)
Joel Malin, Dr. (Committee Co-Chair)
Kristy Brann, Dr. (Committee Member)
78 p.
Education
gifted identification; gifted intervention specialists; gifted services

Recommended Citations

Citations

  • Yockey, T. D. (2020). Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services [Doctoral dissertation, Miami University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279

    APA Style (7th edition)

  • Yockey, Tammy. Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services . 2020. Miami University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279.

    MLA Style (8th edition)

  • Yockey, Tammy. "Gifted Intervention Specialists' Time Use, Gifted Services, and Implications on Future Course Offerings After Receiving Gifted Services ." Doctoral dissertation, Miami University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=miami1587056387226279

    Chicago Manual of Style (17th edition)

miami1587056387226279
166
© 2020, all rights reserved.
This open access ETD is published by Miami University and OhioLINK.