Effects of the G/T Waiver

Program on the Academic

Self-Efficacy
of the “Self-Selected” G/T
Student
Purpose
● The research explores the effects self-selection into the G/T program can have

on the self-selected student’s academic self-efficacy.

● The research will show that G/T self-selection can damage a student’s

academic self-efficacy through interactions with placed peers and G/T

curriculum trained teachers, and in turn how low self-efficacy can damage the

future of the student.

RESEARCH QUESTION
How does the the Gifted and Talented waiver program affect
the self-efficacy of the student who is waived into the
program, and what are its implications on the academic
trajectory of the student?
Hypothesis
If a student is waived into the G/T program, the interactions that the

students will have with placed G/T peers and G/T curriculum

teachers will injure their academic self-efficacy and lead to its long-

term damage, and subsequently also to their self-concept, mental

health, and aspirational/expectational educational trajectory.

Procedure
● Literature Review: Peers, Teachers, and Self-Efficacy

● Focus group with middle school teachers

Focus Group
Teachers will be asked to identify the class(es) they teach, the level of the class(es),
and how long they have been teaching.

These questions are a guide to questions that can/may be asked during the focus
group.
1. Are students engaged in learning?
2. Identify student learning behaviors that you have seen make students succeed.
3. Identify student learning behaviors that you have seen impede student success.
4. What makes a student engaged in the learning process?
5. What makes a student disengaged from the learning process?
6. How does student engagement quicken or impede pacing/lesson implementation?