Self-Perceptions of Gifted Readers
A Research Proposal
Research Question, Rationale, and Past Research
How do high, middle, and underachieving gifted students perceive themselves as readers when receiving teacher assistance during reading instruction?
- Past studies have centered around self-efficacy during independent task completion.
- Researchers have suggested a need for further research, in which reading instruction and the teacher are considered as additional aspects which contribute to the self-efficacy of students at different achievement levels.
- Specifically, there is a need for understanding if and how instruction affects gifted students’ sense of efficacy, when the teacher is providing assistance to aid in learning a skill.
image source: two035.k12.sd.us
- Three third grade female students who are gifted readers.
- Part of the same gifted reading/language arts classroom of 25 students.
- Katie* is an underachiever, Samantha* is a middle achiever, and Dawn* is a high achiever (* pseudonyms)
- Chosen as collective cases through which we can gain information regarding self-efficacy as it relates to teacher assistance during instruction.
image source: yourgiftedtalentedchild.com
Methodology: Collective Case Study
- A collective case study involving Katie, Dawn, and Samantha, as they progress throughout their third grade year in the gifted reading/language arts classroom.
- Purposefully selected as a sample to explore the phenomena, gain an understanding of how gifted students of differing achievement levels perceive themselves during assisted instruction, and make empirical generalizations to the larger population.
- The information gained from this study can then be used to inform teaching, making teachers generally more aware of gifted student self-perceptions.
Examples of data to be collected:
- Low achieving students have lower self-efficacy than higher-achieving students during assisted instruction.
What does this imply?
- Determine if students with low self-efficacy have specific wants or needs in terms of being assisted.
- Teachers can utilize the wants and needs of these students to help boost their self-efficacy and sense of achievement and ability.