Publication Date

4-2022

Advisor(s) - Committee Chair

Janet Tassell (Director), Julia Roberts, Tyler Clark

Degree Program

School of Teacher Education

Degree Type

Specialist in Education

Abstract

Students with gifts and talents can fall into two categories: those who are currently achieving at high levels and those who have the potential to achieve at high levels but are not yet doing so (Lohman, 2005). High potential students have unique learning and social and emotional needs that must be supported as they learn how to work to their full potential. Teachers, along with parents/guardians, play an important role in the support and encouragement of each student. The purpose of this study is to identify strategies teachers of high potential middle school mathematics students can use to support the learning and social and emotional needs of their students.

Participants in this study included 26 parents/guardians of accelerated mathematics students who completed a survey. Each of the parents/guardians had a student in the accelerated mathematics class at a middle school in Kentucky during the 2019-2020 or 2020-2021 school years. Four parents participated in an interview, each of which were later transcribed and coded. The data from both the surveys and interviews were organized with three primary themes emerging: the importance of the student-teacher relationship, the need to establish home-school relationships in support of high potential learners, and the positive impact of accelerated mathematics courses on high potential mathematics students.

Disciplines

Education | Gifted Education | Science and Mathematics Education | Secondary Education

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