Date of Award

Fall 2025

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Katie Cunningham

Abstract

This Dissertation in Practice addresses the problem of inconsistent academic growth among gifted and talented (GT) students in grades 3–5 at Riverview Elementary, where local STAR data show a persistent pattern of GT students falling into the Low Growth, High Proficiency category. Using improvement science as a framework, the study employed empathy interviews, a fishbone analysis, and a driver diagram to identify root causes and guide the development of a professional development (PD) intervention. The PD focused on building teacher capacity for differentiation through high-impact strategies such as problem-based learning, acceleration, independent study, curriculum compacting, and flexible grouping. The intervention was implemented through Plan-Do-Study-Act (PDSA) cycles, with data collected via surveys, planning tools, and implementation trackers. Results informed iterative adjustments aimed at increasing instructional effectiveness and student growth. This study underscores the need to move beyond one-size-fits-all instruction in GT education and highlights the role of systems thinking and teacher learning in promoting equitable academic growth. Findings aim to inform program design, teacher support, and GT service delivery in similar school contexts.

Rights

© 2025, Mabra Herlong Wayman

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