Research Design Summary Matrix

Gifted Policies & Teacher Mindsets

Research Design Summary Matrix

Need/Problem: Because each state varies in its policies/ mandates related to gifted education, access to services is not equitable across the different states.
Many teachers do not receive preservice education regarding gifted education, so they enter the field with little knowledge and many misconceptions
surrounding giftedness and how to best serve gifted children. Some even hold negative mindsets because of their misinformation, which can ultimately harm
the development of gifted children in schools. Theoretically, having ample, strong state policies in place should ensure that districts execute services and train
teachers in gifted education matters – especially since they are the key contributors of gift children’s education. Although research has been conducted to
analyze policies’ effects on equity and instruction, little to no research has been conducted to find how policies correlate with teacher mindsets. These
mindsets drive instruction, so if policies do impact mindsets, then having them seems critical to developing successful, gifted individuals.

Purpose Statement: In a small pilot study, we hope to explore teacher’ mindsets towards gifted education from three different states with varying gifted
education policies/mandates. In interviewing these teachers about their mindsets surrounding giftedness and gifted education, we hope to find how the
presence and strength of gifted education policies impact teachers’ mindsets and perceptions of gifted education in schools.

Draft of Research Questions:

 Does the presence and strength of gifted education policies impact teachers’ mindsets surrounding gifted education?

Paradigm and
Theoretical Methodology Participants Methods Data Collection Data Analysis Trustworthiness
Perspective
S In-depth interviews; one In-service teachers: Qualitative Individual Both Caroleo & Hines will code Subjective study
u Interpretive initial with potential  With strong interviews with responses according to: by nature; Trying
m perspective: follow-up interviews gifted subjects (via to enhance by
m collection & education Zoom); record  Strong policies/ having subjects
a interpretation policies transcripts of moderate policies/ review findings
r of data is  With each interview weak to no policies and contribute
i inherently moderate  Positive statements or further
z subjective; gifted Archival pieces – appraisals; neutral reflections/feedb
e inspired by education most updated list statements or ack
d political and policies of each states’ appraisals; negative
personal  Without gifted education statements or
D reasons; seeks gifted policies appraisals
e to represent education  Teacher’s state of
t multiple policies preservice training
a perspectives  Teacher’s (state and
and provide
Research Design Summary Matrix
Gifted Policies & Teacher Mindsets

detailed district) mobility

context across career
i
l
They will compare their codes
s
and decide on final codes and
analyze data through those.
Since this is a In-depth interviews will Since the variable Qualitative We will need to Policies are the control; the Studies
small pilot be the easiest means to for each subject is methods will analyze archival presence/strength is the conducted with
study, results access different teachers the help us documents which independent variable. an interpretive
will be rather across the country; the presence/strength understand highlight each perspective in
subjective researcher can use of his/her state’s how policies state’s policies; We are seeking to analyze nature are not
since they modern technology to policy, it is impact that is the only teacher’s mindsets, so we will fully trustworthy,
stem from just meet with each subject important to recruit teachers on way to truly code responses as either but rather share
one teachers’ according to his/her subjects from a personal understand the positive, neutral, or negative. an interpretation
response. The availability. Having a states with varying level. It will presence and based on
Ra
researcher conversation among just levels of policies. be helpful to strength of each How much a teacher has subjects’
tio
will try to the subject and PI will hold a state’s mandates. moved or where they were experiences.
nal
build great allow the PI to dig deep dialogue trained (if it was in a different
e
context on into each person’s with Then, conducting state) may impact the validity
each states’ mindset without fear of teachers so interviews will of the findings.
policies so the what others might think we can help us establish
reader can see (as in a focus group). grasp the to what extent
how such inner those policies
policies workings of shapes teachers’
impact each their ideas about
teacher. established giftedness and
mindsets. gifted education.
S Willis, J. Willis (2007) Per conversations Willis (2007) Per conversations Willis (2007)
o (2007). with Dr. Hines with Dr. Hines
u
r
c
e
s

References
Research Design Summary Matrix
Gifted Policies & Teacher Mindsets

Willis, J. (2007). Frameworks for qualitative research. In Foundations of qualitative research (pp. 147-183). SAGE.