User Name:

Password:
Welcome Guest
Journals Home > Journal For The Education Of The Gifted > Volume 24 |  Issue 2 > Article Abstract
 

Abstract

Back to TOC
Reference
X

  • Beecher, M. (1995). Developing the gifts and talents of all students in the regular classroom. Mansfield Center, CT: Creative Learning Press.
  • Brophy, J. (1998). Connecting with students’ intrinsic motivation. In J. Brophy (Ed.), Motivating students to learn (pp. 126–161). Boston: McGraw-Hill.
  • Davis, G. A., & Rimm, S. B. (1998). Education of the gifted and talented (4th ed.). Needham Heights, MA: Allyn & Bacon.
  • Fetterman, D. M. (1989). Ethnography: Step by step. New York: Sage.
  • Goh, B. E. (1994). The role of the mentor: Using a mentorship program to aid in talent development. The Journal of Secondary Gifted Education, 5, 44–47.
  • Gottfried, A. E., & Gottfried, A. W. (1996). A longitudinal study of academic intrinsic motivation in intellectually gifted children: Childhood through early adolescence. Gifted Child Quarterly, 40, 179–183.
  • Hébert, T. P. (1995). Successful practices at Maple Grove Elementary School: Professionals as partners for children. In K. L. Westberg & F. X. Archambault (Eds.), Profiles of successful practices for high-ability students in elementary classrooms (pp. 9–25) (Research monograph No. 95122). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
  • Kaufman, F., Harrel, G., Milam, C., Woolverton, N., & Miller, J. (1986). The nature, role, and influence of mentors in the lives of gifted adults. Journal of Counseling and Development, 64, 576–577.
  • LeCompte, M. D., & Preissle, J. (1993). Ethnography and qualitative design in educational research (2nd ed.). San Diego, CA: Academic Press.
  • Marlow, S. E., & Marlow, M. P. (1996). Sharing voices of experience in mathematics and science: Beginning a mentorship program for middle school girls. Focus on Learning Problems in Mathematics, 18, 146–154.
  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey Bass.
  • Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook (2nd ed.). Thousand Oaks, CA: Sage.
  • Pintrich, P. R., & Schunk, D. H. (1996). Motivation in education: Theory, research and applications. Engelwood Cliffs, NJ: Prentice Hall.
  • Porath, M. (1996). Affective and motivational considerations in the assessment of gifted learners. Roeper Review, 19, 13–17.
  • Reilly, J. M. (1992). Mentorship: The essential guide for schools and business. Dayton, OH: Ohio Psychology Press.
  • Reilly, J. M., & Welch, D. B. (1995). Mentoring gifted young women. The Journal of Secondary Gifted Education, 6, 120–128.
  • Reis, S. M., Burns, D. E., & Renzulli, J. S. (1992). Curriculum compacting: The complete guide to modifying the regular curriculum for high-ability students. Mansfield Center, CT: Creative Learning Press.
  • Renzulli, J. S. (1988). The multiple menu model for developing differentiated curriculum for the gifted and talented. Gifted Child Quarterly, 32, 298–309.
  • Renzulli, J. S. (1997). The multiple menu model: A successful marriage for integrating content and process. NASSP Bulletin, 81(587), 51–58.
  • Renzulli, J. S., & Reis, S. M. (1997). The schoolwide enrichment model: A how-to guide for educational excellence. Mansfield Center, CT: Creative Learning Press.
  • Robinson, N. M., & Nobel, K. D. (1991). Social-emotional development and adjustment of gifted children. In M. C. Wang, M. C. Reynolds, & H. J. Walberg (Eds.), Handbook of special education: research and practice: Vol. 4. Emerging programs (pp. 57–76). New York: Pergamon Press.
  • Spradley, J. P. (1979). The ethnographic interview. New York: Holt, Rinehart & Winston.
  • Strauss, A. L. (1987). Qualitative analysis for social scientists. New York: Cambridge University Press.
  • Strauss, A. L., & Corbin, J. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.
  • Tomlinson, C. A. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
  • Torrance, E. P. (1984). Mentor relationships: How they aid creative achievement, endure, change, and die. Buffalo, NY: Bearly Limited.
  • Vallerand, R. J., Gagné, F., Senecal, C., & Pelletier, L. J. (1994). A comparison of the school intrinsic motivation and perceived competence of gifted and regular students. Gifted Child Quarterly, 38, 172–175.
  • VanTassel-Baska, J. (1994). Comprehensive curriculum for gifted learners (2nd ed.). Needham Heights, MA: Allyn & Bacon.
  • Westberg, K. L., & Archambault, F. X. (Eds.). (1995). Profiles of successful practices for high-ability students in elementary classrooms. (Research Monograph No. 95122). Storrs: National Research Center on the Gifted and Talented, University of Connecticut.
  • Wright, L., & Borland, J. (1992). A special friend: Adolescent mentors for young, economically disadvantaged, potentially gifted students. Roeper Review, 14, 124–129.
  • Yin, R. K. (1994). Case study research: Design and methods (2nd ed.). Thousand Oaks, CA: Sage.
Fields marked with an asterisk * are mandatory.
 

Your Name:*
 

Your Email:*
 

Friend's Name:*
 

Friend's Email:*
 

Message:
 

 
Send CC to self
 

 
 

Bookmark
X
  • Volume 24
  •  Issue 2
  • Publication Date: Winter 2000



University Mentors in the Elementary Classroom: Supporting the Intellectual, Motivational, and Emotional Needs of High-Ability Students

Thomas P. Hébert & Kristie L. Speirs Neumeister

This article chronicles a 4th-grade teacher’s experiences of facilitating a program involving university students as mentors for her students. Through a qualitative research design integrating features of case study and ethnographic research, this study examined how a mentoring program provided a differentiated educational experience for high-ability students. The mentorship approach described in this study is one strategy examined in the first author’s larger study of the same teacher’s differentiated classroom (Hébert, 1995). Major findings of the current study describe a thoughtfully designed program resulting in partnerships that provided the highability students with an intellectually stimulating experience combined with strong motivational and emotional support.


ShoppingCart Summary

Shopping
Your cart is empty.