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
Recommended Citation
Pappas, Chloe M., "Teacher and Student Perceptions of Pedagogical Practices on Gifted Student Motivation" (2018). Honors Undergraduate Theses. 432.
https://stars.library.ucf.edu/honorstheses/432