In the midst of a national focus on improving student achievement, gifted educators within Louisiana were required to implement some or all aspects of a curriculum with a prescribed content structure. The study measured the perceptions of educators and administrators as they analyzed curricular expectations, program options, method of implementation for the Comprehensive Curriculum, a provided common curriculum, and strengths and weaknesses of the identified curriculum. Findings indicated that implementation of the Comprehensive Curriculum had a significant impact on gifted instruction delivered through Advanced Placement/Acceleration program models, and it created a slight shift toward use of enrichment models at the elementary and middle school levels. Findings also suggested factors that either increase or decrease curricular reform efforts at the school and district level of implementation. A measurement of the scope and nature of existing views provided a call for analysis of alternative curriculum models and showed the necessity for a curricular focus on differentiation toward identified needs of gifted learners.
| Identifer | oai:union.ndltd.org:LSU/oai:etd.lsu.edu:etd-07122006-163348 |
| Date | 13 July 2006 |
| Creators | Singletary, Cathy J. |
| Contributors | Paul Mooney, Earl Cheek, Rita Culross, Pam Blanchard, Katia Madsen |
| Publisher | LSU |
| Source Sets | Louisiana State University |
| Language | English |
| Detected Language | English |
| Type | text |
| Format | application/pdf |
| Source | http://etd.lsu.edu/docs/available/etd-07122006-163348/ |
| Rights | unrestricted, I hereby certify that, if appropriate, I have obtained and attached herein a written permission statement from the owner(s) of each third party copyrighted matter to be included in my thesis, dissertation, or project report, allowing distribution as specified below. I certify that the version I submitted is the same as that approved by my advisory committee. I hereby grant to LSU or its agents the non-exclusive license to archive and make accessible, under the conditions specified below and in appropriate University policies, my thesis, dissertation, or project report in whole or in part in all forms of media, now or hereafter known. I retain all other ownership rights to the copyright of the thesis, dissertation or project report. I also retain the right to use in future works (such as articles or books) all or part of this thesis, dissertation, or project report. |
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