Masters Theses

Sara S. Baker

Date of Award

12-1989

Degree Type

Thesis

Degree Name

Master of Science

Major Professor

Mark Christiansen

Committee Members

Lewis Hodge, Charles Chance

Abstract

While much has been written on appropriate education for the gifted, small Christian schools have few resources that discuss education for the gifted in their special environments. This project was designed to assess the state of high-ability English education in high schools involved in the Association of Christian Schools, International, and to use the literature on gifted education to discuss the findings. It was found that 44% of the schools surveyed offered special programs for students with high ability in English, and another 44% planned to offer such programs as the necessary resources became available. These programs were offered mainly to students with previous academic success as evidenced in their grades and by their teachers' recommendations. Of the special programs in place during the survey year, 60% were honors classes, while of the projected programs, 60% were Advanced Placement. Other options in use or projected were accelerated classes, gifted classes, and college courses during high school. Instructional methods in the high-ability classes emphasized traditional techniques such as lecture, whole class and small group discussions, films and videos, oral question and answer, and individual or group written work and projects. Rarely used were computer-assisted instruction or games. Evaluation methods were correspondingly traditional, with classroom tests and assignments being the most commonly used methods. Other methods used were observation, standardized tests, and student or parent surveys. In rating the effectiveness of their high-ability classes, six of seven responding teachers rated their classes as very effective based on completion of course objectives. The remaining teacher cited specific causes for her dissatisfaction with her course, causes which were similar to approaches that other teachers had tried in the past and had found ineffective. That teacher planned to change her high-ability course to an approach very similar to other effective classes. In analyzing the high-ability classes in light of the literature on gifted education, the researcher determined that the ACSI classes were primarily directed at providing more challenging academic work for students demonstrating high academic abilities already. The selection criteria, instructional methods, and evaluation criteria reflect this emphasis on academic success. Several suggestions for ACSI teachers beginning high-ability programs were drawn from the information gathered. In particular, respondents agreed that a structure using a whole class of high-ability students worked best and that the motivational abilities and teaching methods of the instructor were especially important in the success of the class. In the students themselves, motivation, attitude, and academic ability were seen as highly important.

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