Action Research Tiered Instruction for Talented and Gifted Students
The identified Talented and Gifted students in my classroom are acting out in class. Academically, they are not performing to their abilities. They are becoming ‘bored’ in class. The Problem
Not every child has an equal talent or an equal ability or equal motivation, but children have the equal right to develop their talent, their ability, and their motivation. —John F. Kennedy
Gowan (1955) Supplee (1990) Shultz (2002) Dowdall (1982) C.A. Tomlinson (1999, 2001, 2003) S. Lafferty C. Adams (2009) G. Betts & M. Neihart (1988) Literature Review
Do tiered instructional strategy techniques promote positive behavior in TAG students? Are tiered instructional strategies an effective technique in engaging TAG students? Research Questions
Methods - Student Demographics __Grade students __ Females __ Males __ identified TAG students __ Low SES students Academic abilities range from __ grade to __ grade Ethnicity breakdown
Instruct class with normal, everyday operations. Take notes and observations, watching for TAG students. On a set day, start implementing TI strategies into content subject assignments. i.e. social studies, history, reading, math. Random observations of how students work with a react to TI. Methods - Procedures
Interrupted Time Series Design M – M – T – M – M – T – M … Monitoring for improved behaviors through observations Noting engagement & academic achievements Interviews with students/teachers Survey from students and teacher on implemented strategy Methods - Measures
Results Source of Variation # of behavior referralsx Academic Achievement Teacher survey Student survey
TI strategies actively engage TAG students, as well as the rest of the students in class. TI promote better behaviors and academic achievement in TAG as well as regular students. Students enjoy tiered instruction. More educators should implement TI strategies into their curriculum. Conclusions