Term

Spring 2017

Capstone

Thesis

Degree Name

MAT

Primary Advisor/Dissertation Chair

Naomi Taylor

Secondary Advisor/Reader One

Edward Morales

Peer-Reviewer/Reader Two

Karrah Anderson

Abstract

The research question addressed in this project is – how are students with Gifted-Talented potential supported in the inclusive classroom model when it is implemented in high need

public schools? The research was conducted and organized utilizing Sarah Lawrence- Lightfoot’s Portraiture qualitative research method, which includes the components of

Voice, Context, Emergent Themes, and Aesthetic Whole. Five teachers who served in high need K-6 public schools provided the data through semi-structured interviews. The interviews were transcribed and read multiple times to determine five Emergent Themes in accordance with the research method. Those themes were: Identification, Testing/Evaluation, Support, Failure, and Success. The author organized the data in a manner that aligned with the themes and connected the data with related research. She concluded that various forms of additional support and resources are needed to ensure that students with Gifted-Talented potential are equally supported and challenged in the high need inclusive classroom setting.

Research Methodology

Interview, Narrative (portariture)

Keywords

Achievement, At-risk Students, Learning Styles, Teachers/ Teaching

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