Students who are gifted need student centered academic challenges and authentic problems to spark reflection and enhance student outcomes. When academic needs are not met,students who are gifted may not reach their full academic potential and may lose motivation for learning. A primary reason for students who are gifted to underachieve in academics is equated to school factors including lack of instructional resources, social/emotional support, and teachers who are unprepared to teach students who are gifted. The purpose of this phenomenological research study is to explore the perceptions and lived experiences of participating elementary school principals in an urban school district. The research questions explore elementary school principals' perceptions of the implementation of practices, programs and instructional methods that support their programs for students who are gifted and the teachers of students who are gifted.
| Identifer | oai:union.ndltd.org:ucf.edu/oai:stars.library.ucf.edu:etd-2361 |
| Date | 01 January 2015 |
| Creators | Cumming, Ingrid |
| Publisher | STARS |
| Source Sets | University of Central Florida |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | Electronic Theses and Dissertations |
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