Campus Location
Abilene Campus
Date of Award
Spring 5-6-2022
Document Type
Manuscript
Department
Teacher Education
Degree Name
Master of Education in Teaching and Learning
First Advisor
Jennifer Rogers
Second Advisor
Andrew Huddleston
Abstract
Some elementary school classrooms are divided by students who are identified as gifted and talented (GT) and students who are not identified as GT, leading to lower self-perceptions of those who are not GT students. The purpose of this study was to implement engaging STEAM (science, technology, engineering, art, and math) activities with the non-GT students to see what would happen, specifically looking for changes in self-perceptions and attitudes about school. This study took place in a fourth-grade GT clustered classroom. The researcher administered pre- and post-attitude surveys, interviewed students, and observed the students during the STEAM intervention. The collected data was analyzed using the constant comparative method, and the researcher looked for major themes that emerged from the data. Four major themes emerged from the data: the influence of the GT clustered classroom on non-identified GT students, student perceptions, STEAM and positive learning experiences, and STEAM and student growth.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Griffin, Elizabeth, "STEAM Interventions with Non-Identified Gifted and Talented Students" (2022). Masters of Education in Teaching and Learning. 51.
https://digitalcommons.acu.edu/metl/51