Teacher Perspective on Differentiation for Gifted Students in the General Education Classroom

Teacher Perspectives on Differentiation for Gifted Students in the General Education Classroom by Karen Arnold Kilgore EdS, Walden University, 2010 BS, Middle Georgia College, 1989 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Abstract Gifted middle school students may not always be provided with a differentiated curriculum that ensures their academic progression in inclusive educational settings. The purpose of this qualitative case study was to examine teachers’ perspectives on differentiation for gifted students in the general education classroom. The conceptualGifted middle school students may not always be provided with a differentiated curriculum that ensures their academic progression in inclusive educational settings. The purpose of this qualitative case study was to examine teachers’ perspectives on differentiation for gifted students in the general education classroom. The conceptual framework for the study was anchored by the theories of Gardner, who recognized that students learn in different ways, and Vygotsky, who determined that students learn best at their level of learning or zone of proximal development. The research questions focused on teachers’ perspectives about teaching the gifted students in the general classroom environment and how they were implementing differentiation for their gifted students. Participants included 7 general education teachers from a single middle school who taught students with mixed abilities. Data collection consisted of interviews with each teacher and a single observation in each teacher’s classroom. Inductive analysis aided in the coding process. Open and axial coding were used to create labels and concepts, color coding for organization of the data, member checking for accuracy, triangulation, and peer review for validity. The results of the study indicated that teachers were willing to teach mixed-ability students in 1 classroom, but most teachers believed that gifted students should be taught in special gifted classes. Although teachers believed that differentiation was important, they were not implementing differentiation in their classrooms for gifted students. Social change implications include a deeper understanding by teachers and administration of the necessity for challenging and differentiated instruction. Recommendations are made for improvements in accommodations, appropriate strategies, and differentiated curriculum for middle school gifted students. Teacher Perspectives on Differentiation for Gifted Students in the General Education Classroom by Karen Arnold Kilgore EdS, Walden University, 2010 BS, Georgia Southwestern University, 1989 Doctoral Study Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Dedication This is dedicated to my family the ones who told me I could whenever I thought I could not. I would especially like to thank my father who did not get to see me complete my degree, but who encouraged me along the way. I know you are looking down on me now, and I know that you are proud for me in finally reaching my goal. Acknowledgments I would like to thank my family who have put up with my complaining and pityparties for many years. I could have not succeeded if they had not listened and encouraged me all the way. I appreciate my parents, James and Carolyn Arnold, who always understood whenever I could not join the family outings or shopping trips and encouraged me every day to get my study completed. I especially thank my husband Terry and my children who always believed in me and didn’t kick me out of the house whenever I went into my depths of despair and wailing because my paper was returned with zillions of corrections to make. Thank you, Ginny, my car-pooling buddy, for listening to me all the way to school in the mornings and all the way back home in the afternoons. I also would especially like to thank my Chair, Dr. Marilyn Robb, who had patience with me through my years of ups and downs. I appreciate her dedication to me and to my work and the encouragement she gave me that I could complete this milestone in my life. I would like to also thank Dr. Jerita Whaley and Dr. Paul Englesberg for all the reading and advice they gave me in completing my work. Again, thank you to all my family, friends, and colleagues who encouraged me with patience and understanding and who helped me to succeed in reaching my goal.