Award Date

1-1-2008

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Committee Member

Pamela Salazar

Number of Pages

171

Abstract

The purpose of this study is to determine the extent to which middle school principals are encouraging particular research-based practices relevant to teaching students with high ability in their buildings. In addition, the study will examine principals' and teachers' perceptions of principal practices related to the improvement in the achievement of gifted students in middle school; The study's design will utilize a mixed method using surveys and interviews. Quantitative methodology will be employed to gain and understanding of the perceptions of principals and teachers through the utilization of the survey. The study will also employ qualitative methodology by interviewing a group of principals and teachers. The population for this study will be all Nevada public middle school (grade 6-8) principals. These participants will be both men and women who are employed as principals in a Nevada public middle school. The population will consist of 129 principals. These middle schools are located in rural, suburban, and urban areas of the state; The study supported the conclusion that, in general, principals are knowledgeable of research-based instructional practices relative to teaching students with high ability. However, teachers do not support the perception of principals that they are encouraging the use of these practices in the classrooms of their buildings. Furthermore, the findings of this study suggest discrepancies between principals' perceived knowledge about research-based instructional practices geared towards students with high ability and their actual pedagogical knowledge.

Keywords

Education; Gifted; Gifted Education; Middle School; Perceptions; Principals; Role; Schools

Controlled Subject

School management and organization; Education; History

File Format

pdf

File Size

2283.52 KB

Degree Grantor

University of Nevada, Las Vegas

Language

English

Permissions

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Identifier

https://doi.org/10.25669/23pp-j0vc


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