This two-phase mixed-methods study applied a researcher-created instrument (Education Plan Quality Assessment) to extant documents created by teachers in a single central Florida school district. A true random sample of 337 student educational plans was drawn from a gifted population of 2,370 students. A snowball sample, which utilized the student sample to recruit a teacher sample, was created from teachers who worked on the plans and those teachers were contacted to complete the Opinions about the Gifted and their Education (OGE) opinionnaire which provided teacher opinion scores related to giftedness. Teachers were surveyed as to their opinions of giftedness to examine the relationship between teacher opinions towards giftedness and the quality of the educational plans they produce. The Educational Plan Quality Assessment (EPQA) was created and implemented to review the quality of educational plans in a sample of 337 educational plans. Relational and differential analyses were run between the quality scores of the educational plans and the teacher opinion scores. No significant association was found between the quality of plans produced and the opinions towards gifted education the teacher held for the overall sample, however, the relationship between the two scores was found to be moderated by whether the teacher held a gifted endorsement, and the number of years spent teaching gifted students. The findings were discussed from a post-positivist lens and recommendations for future research were provided.
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Doctor of Education (Ed.D.)
College of Community Innovation and Education
Educational Leadership and Higher Education
Educational Leadership; Executive Track
Length of Campus-only Access
Doctoral Dissertation (Open Access)
Maddock, David, "An Examination of the Quality and Development of Educational Plans for Gifted Students" (2020). Electronic Theses and Dissertations, 2020-. 97.