SUPPORTING LANGUAGE ARTS INSTRUCTION FOR GIFTED FOURTH GRADE ELEMENTARY STUDENTS THROUGH COACHING AND CO-PLANNING
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Date
2020-12-08
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Johns Hopkins University
Abstract
Currently, 42 states have laws establishing the rights for the education of gifted students. In
Maryland, teachers are required to differentiate instruction to meet the needs of gifted students.
Teachers feel a responsibility to meet the needs of gifted students and believe that gifted students
deserve the right to free and appropriate education. Placement of an identified gifted learner with
a teacher does not require the teacher to have a certification in gifted education in the state of
Maryland. However, Maryland state law requires that teachers receive some form of training in
gifted education strategies, including differentiation. The needs assessment findings showed
teachers believed they were well trained, yet they did not consistently believe in their abilities to
meet the needs of gifted students. Therefore, a proposed intervention included providing
elementary teachers with direct support in planning for and implementing language arts lessons
to fourth-grade gifted learners.
Keywords: gifted students, elementary, teachers, beliefs
Dissertation Adviser: Dr. Elizabeth Todd Brown
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Keywords
Keywords: gifted students, elementary, teachers, beliefs