Keywords

Gifted, leadership, principals' perceptions, elementary school

Abstract

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.

Notes

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Graduation Date

2015

Semester

Fall

Advisor

Martin, Suzanne

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Degree Program

Education

Format

application/pdf

Identifier

CFE0005937

URL

http://purl.fcla.edu/fcla/etd/CFE0005937

Language

English

Release Date

December 2015

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Subjects

Dissertations, Academic -- Education and Human Performance; Education and Human Performance -- Dissertations, Academic

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