Date of Conferral

11-15-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Barabara Trube

Abstract

The problem addressed by this basic qualitative study was that primary grade general education teachers are challenged to use instructional practices that meet the learning needs of gifted and talented (GT) students in rural schools in the southeastern United States. The purpose of this study was to explore primary grade general education teachers’ challenges using instructional practices that meet the learning needs of GT students in rural schools in the southeastern US. The conceptual framework combined Gagne’s conditions for learning and Renzulli’s enrichment triad model. Two research questions guided the study in exploring teachers’ challenges in using instructional practices to meet the learning needs of GT students and what teachers need to meet the learning needs of GT learners in general education classrooms in rural schools in the southeastern US. Nine certified general education primary grade teachers with three to 20 years of experience teaching GT students participated in open-ended semistructured interviews. Data were audio recorded, collected, transcribed, and analyzed to identify codes, patterns, categories, and themes. Findings reflected teachers (a) are overwhelmed in using instructional practices to meet the learning needs of GT students, (b) lack professional development to meet the learning needs of GT students, and (c) desire clear expectations and consistent support from administrators. This study may contribute to positive social change by providing administrators and other decision makers with evidence of challenges and needs that general education primary grade teachers have using instructional strategies that meet the learning needs of GT students in general education classrooms in rural schools in the southeastern US.

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