According to research, the academically gifted child may not
have his/her educational needs met in a classroom with his/her age
mates. This study was an investigation of the impact of mentorship
on academically gifted students in an attempt to adjust curriculum
to reflect what the identified gifted child i s ready to learn.
There is little theoretically-based research on the impact of
mentorship on children with advanced academic capabilities. It was
hypothesized that academically gifted students who received
individualized instruction from a mentor would show positive
changes i n motivation and that this teaching approach would further
enhance their academic proficiency. Learning satisfaction would
also be a result of participation in a mentorship program. A
multi-case study methodology was employed, including four
identified gifted students. Replication of results across cases
illustrates an overall improvement in academic competency and
motivation. The children involved learned a great deal, evolved as
motivated students and had a noticeable sense of satisfaction from
participating in the program. Conclusions justify the need for
curriculum modification for academically advanced children. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate
| Identifer | oai:union.ndltd.org:UBC/oai:circle.library.ubc.ca:2429/3747 |
| Date | 05 1900 |
| Creators | Simpson, Brenda Gladys Huldis |
| Source Sets | University of British Columbia |
| Language | English |
| Detected Language | English |
| Type | Text, Thesis/Dissertation |
| Format | 7738775 bytes, application/pdf |
| Rights | For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use. |
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