Taking Initiative in a 3rd Grade Classroom: Comparing Gifted and Talented and General Education Students
Presentation Type
Event
Full Name of Faculty Mentor
Richard Costner
Major
Elementary Education
Presentation Abstract
Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins' (NAGC, 2009). However, when presented with the option of additional practice materials in the classroom, both groups of students desire the opportunity to improve their skills. In this study, one Elementary candidate placed a sample of practice materials at the front of a classroom occupied by Gifted and Talented students and at the front of a classroom occupied by General Education students. The students in both classes were made aware of the optional practice materials available to them. Completed practice materials were collected from the students, counted, and documented. The comparison of the number of practice materials completed by Gifted and Talented students and General Education students provides insight on how the two groups differ in initiative.
Location
Brittain Hall, Room 114
Start Date
17-4-2019 3:10 PM
End Date
17-4-2019 3:30 PM
Disciplines
Elementary Education
Recommended Citation
Steinmetz, Alexandria, "Taking Initiative in a 3rd Grade Classroom: Comparing Gifted and Talented and General Education Students" (2019). Undergraduate Research Competition. 56.
https://digitalcommons.coastal.edu/ugrc/2019/oral/56
Taking Initiative in a 3rd Grade Classroom: Comparing Gifted and Talented and General Education Students
Brittain Hall, Room 114
Many gifted students may be so far ahead of their same-age peers that they know more than half of the grade-level curriculum before the school year begins' (NAGC, 2009). However, when presented with the option of additional practice materials in the classroom, both groups of students desire the opportunity to improve their skills. In this study, one Elementary candidate placed a sample of practice materials at the front of a classroom occupied by Gifted and Talented students and at the front of a classroom occupied by General Education students. The students in both classes were made aware of the optional practice materials available to them. Completed practice materials were collected from the students, counted, and documented. The comparison of the number of practice materials completed by Gifted and Talented students and General Education students provides insight on how the two groups differ in initiative.