Date of Award
Spring 3-10-2020
Degree Type
Dissertation
Degree Name
Executive Ed.D. in Education Leadership Management and Policy
Department
Education Leadership, Management and Policy
Advisor
Martin Finkelstein, Ph.D.
Committee Member
Jan Furman, Ed.D.
Committee Member
David Reid, Ph.D.
Keywords
High-abiltiy, gifted, middle school, girls
Abstract
Research shows that middle school is a critical time for gifted girls. There is much research as to why and the ways in which girls’ intellectual ambitions significantly wane during the middle school years, but not much on how to combat the issue. Whatever studies have been conducted in the area of gifted and talented female learners has been largely done in the public sector. Given the unique culture and practice of independent schools existing research on this topic in public schools does not provide a clear view of how independent schools are catering to their most highly able female learners.
This qualitative study explores how independent school teachers characterize their high-ability girls; the practices/procedures that independent schools employ to identify their high-ability middle school girls; the resources, structures, and supports in place to meet high-ability girls’ academic needs; and training in instructional practices and professional development provided to teachers to educate about high-ability girls’ academic needs.
Recommended Citation
Arellano, Maria, "High-Ability Middle School Girls in Independent Schools" (2020). Seton Hall University Dissertations and Theses (ETDs). 2753.
https://scholarship.shu.edu/dissertations/2753
Included in
Educational Assessment, Evaluation, and Research Commons, Gifted Education Commons, Junior High, Intermediate, Middle School Education and Teaching Commons
