Open Access Thesis
Mathematics teachers; Teachers of gifted children; Mathematics -- Study and teaching (Elementary); Gifted children -- Education (Elementary); Academic theses;
The purpose of this study was to document the relationship between a fourth grade teacher and the talented and gifted (TAG) coordinator as they provided services to advanced learners in mathematics. The participants' conversations during consultation sessions were transcribed and analyzed. Categories included curriculum and methods, grouping, relationship, barriers, and mentoring. Interviews, questionnaires, and observations of classroom instruction provided supporting data. Little mentoring occurred during the participants' interactions and a pull-out model of service provision was followed. Possible reasons for the continued use of the pull-out model were barriers (e.g., time, space, and class assignment practices), the participants' beliefs, the absence of clearly defined goals for the collaboration, and the nature of the existing relationship between the participants. Potential implications for a future transition to a more indirect model of services for a1vanced learners include the use of creative problem solving to address barriers, development of consultation goals, maintenance of the existing positive working relationship, and acquisition of administrative support.
Year of Submission
Specialist in Education
Department of Educational Psychology and Foundations
John E. Henning
1 PDF file (118 leaves)
©2003 Janine Kane
Kane, Janine, "Resource consultation : a study of the relationship between an elementary mathematics teacher and the talented and gifted coordinator" (2003). Dissertations and Theses @ UNI. 1152.