Gifted education, critical thinking, student engagement, academic engagement, student perceptions, cognitive engagement, affective engagement
This action research was an analysis of a group of eighth grade gifted students ‘classroom engagement in a large urban school district. Over a two-week period a variety of data were collected. Data were collected using the Student Engagement Instrument (Appleton & Christenson, 2004), which is a self-report of students’ perceptions of engagement. Observation data of student engagement were collected using a teacher developed student engagement checklist, which measured academic and behavioral indications of student engagement. At the end of the two week observation period students participated in an exit interview focused on their perceptions of student engagement. The student engagement interview was adapted from an analysis of elementary student engagement carried out by Parn (2006). The data collected were analyzed according to the academic, behavioral, cognitive, and affective engagement subtypes. The findings showed that the highest levels of engagement were in the sub-types of behavioral and academic engagement. Levels of affective/psychological engagement were lower than levels of cognitive engagement. The results demonstrated that affective/psychological student engagement was positively related with cognitive engagement, behavioral engagement, and academic engagement.
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Master of Education (M.Ed.)
College of Education and Human Performance
Teaching, Learning, and Leadership
K-8 Mathematics and Science Education
Length of Campus-only Access
Masters Thesis (Open Access)
Dissertations, Academic -- Education, Education -- Dissertations, Academic
Crupi, Samuel Jr, "Gifted Students' Engagement In A Middle School Research And Critical Thinking Course" (2012). Electronic Theses and Dissertations. 2115.
Restricted to the UCF community until May 2012; it will then be open access.