Abstract

This thesis explored teacher and student perceptions of classroom pedagogical practices as they may impact gifted children's motivation to learn. Because engaging gifted students can be uniquely challenging, teachers may need to tailor the teaching and learning experience to motivate them in ways that encourage them to succeed to their full potential. This exploratory study examined relationships among various pedagogical practices employed by a teacher and gifted student motivation. Ultimately, results of this study may lay a foundation for best practices for teaching gifted students.

Thesis Completion

2018

Semester

Fall

Thesis Chair/Advisor

Sellnow, Deanna

Co-Chair

Parrish, Adam

Degree

Bachelor of Science (B.S.)

College

College of Sciences

Department

Nicholson School of Communication and Media

Degree Program

Human Communication

Location

Orlando (Main) Campus

Language

English

Access Status

Open Access

Release Date

12-1-2018

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