|aA K--12 gifted program evaluation and the Evaluator-District-University Gifted Program Evaluation Model|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2008
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|a164 p
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|aSource: Dissertation Abstracts International, Volume: 69-07, Section: A, page: 2670
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|aAdviser: Michael P. Grady
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|aSchool code: 0193
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|aThesis (Ph.D.)--Saint Louis University, 2008
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|aMany gifted learners are not receiving an appropriate education, according to researchers in the field of education, largely due to a lack of understanding about the needs of gifted learners as well as a lack of funding. Through effective evaluation, stakeholders, including school district personnel and university faculty, learn more about gifted education. Evaluation data can lead to protection and further development of gifted programs. The purpose of this research was two-fold. First, the author conducted a gifted program evaluation based on utilization-focused evaluation standards and the National Association for Gifted Children (NAGC) Gifted Program Standards. Second, the author developed an original evaluation model that may be replicated by university faculty and graduate students in collaboration with local school districts. The District evaluated was a K-12 district in the St. Louis, Missouri, metropolitan area. The District's program design, practices to meet social and emotional needs, and curriculum and instruction were evaluated. Interviews were conducted with eighteen district leaders, counselors, and teachers of the gifted. One focus group of six elementary teachers also participated. Ninety-three parents of elementary, middle, and high school gifted students responded to surveys. The author also collected data from several documents which were provided by The District. The author created original data collection instrumentation based on the NAGC Gifted Program Standards. Data analysis indicated that The District meets some, but not all, of the NAGC Gifted Program Standards in the areas of program design, meeting social and emotional needs, and curriculum and instruction. Four themes regarding program improvement emerged from the data: (a) the needs of gifted learners are not being met in the regular classroom; (b) The District needs to facilitate increased understanding about the characteristics and needs of gifted learners; (c) efforts to protect funding and preserve programming must continue and strengthen; (d) the needs of gifted learners would improve with strengthened communication and more involvement with parents of gifted learners. The District's cooperative and accommodating participation in this evaluation process enabled the author to develop the original Evaluator-District-University Gifted Program Evaluation Model