Examining the Influence of Teacher-Constructed and Student-Constructed Assignments on the Achievement Patterns of Gifted and Advanced Sixth-Grade Students

Autor/inn/en	Thompson, Deirdre D.; McDonald, Denise M.
Titel	Examining the Influence of Teacher-Constructed and Student-Constructed Assignments on the Achievement Patterns of Gifted and Advanced Sixth-Grade Students
Quelle	In: Journal for the Education of the Gifted, 31 (2007) 2, S.198-226 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
Schlagwörter	Grade 6; Assignments; Independent Study; Suburban Schools; Advanced Students; Gifted; Action Research; Underachievement; Program Effectiveness; Teaching Methods; Academic Achievement; Case Studies; Student Attitudes; Self Evaluation (Individuals) + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Assignment; Auftrag; Zuweisung; Selbststudium; Suburban area; Outskirts; Suburb; School; Schools; Vorort; Vorstadt; Schule; Fortgeschrittener; Begabter, Hoch Begabter; Projektforschung; Performance deficiency; Leistungsschwäche; Teaching method; Lehrmethode; Unterrichtsmethode; Schulleistung; Case study; Fallstudie; Case Study; Schülerverhalten
Abstract	This study examined the relationship of different assignment structures (i.e., teacher-constructed and student-constructed) on the achievement patterns of 6th-grade gifted and advanced students in a Southwest suburban school. Through a descriptive case study design (Berg, 2004; Merriam, 1988), an action research approach (Stringer, 2004) and self-study methods, the teacher-researcher explored student perception of control, and its influence on motivation (i.e., achieving and underachieving performance patterns) for different assignment structures. Findings indicate that gifted underachievers and advanced underachievers, alike, preferred the student-constructed assignment structure and self-assessment. The majority of gifted achievers and advanced achievers preferred the student-constructed assignment structure as well; however, they were evenly divided on their preference of the teacher assessment and the self-assessment. (Contains 1 table.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10