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An evaluability assessment of an elementary school giftedness program for third through fifth grade students
Descriptive
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Text
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Title
An evaluability assessment of an elementary school giftedness program for third through fifth grade students
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ETD_2405
Identifier
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http://hdl.rutgers.edu/1782.2/rucore10001800001.ETD.000052195
Language
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eng
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theses
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Topic
School Psychology
Subject
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(authority = ETD-LCSH)
Topic
Gifted children--Education (Elementary)--Evaluation
Subject
(ID = SBJ-3);
(authority = ETD-LCSH)
Topic
Gifted children--Identification--Evaluation
Abstract
School-based programs for gifted students are infrequently evaluated, which leaves these programs vulnerable to questions of efficacy (Borland, 1997). School psychologists are in a key position to provide expertise on program design, implementation, and evaluation. A public elementary school giftedness program was selected to demonstrate the procedures of program evaluability assessment, a type of program evaluation. These procedures include involving key stakeholders, clarifying the intended program’s mission, goals, resources, and activities, exploring program reality, and identifying needed program changes (Wholey, 2004). School psychologists may also be called upon for their knowledge of giftedness theories and methods for identifying and educating gifted students based upon training in cognitive abilities and assessment. A review of the literature regarding giftedness is presented, including theories of giftedness and methods for identifying and educating gifted students. Renzulli’s theories and methods are highlighted, as they were the basis for the giftedness program being studied. Additionally, literature is presented regarding evaluability assessment, including the purpose and goals of conducting such an assessment, as well as the procedures to be used. Interviews with key stakeholders, observations, and review of programmatic documents led to the creation of a logic model, a diagram which visually details how a program functions by delineating the resources, activities, and outputs of a program, and the short-term, intermediate, and long-term outcomes which the program is expected to yield. This evaluability assessment found that the intended program and the program reality were closely matched. Areas for program change were identified, including a need for quantifiable outcome measures, adding standardized identification procedures for student admission to the program, and a standardized overall curriculum to ensure that the education of students can continue regardless of who the giftedness facilitator is within the school district.
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electronic resource
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x, 97 p.
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Psy.D.
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Includes bibliographical references (p. 87-91)
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by Jennifer Leigh Grant-DeFini
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Grant-DeFini
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Jennifer Leigh
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1981-
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Jennifer Leigh Grant-DeFini
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Schneider
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Kenneth
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chair
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Advisory Committee
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Kenneth Schneider
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Romasz-McDonald
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Tanya
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Tanya Romasz-McDonald
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Rutgers University
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Graduate School of Applied and Professional Psychology
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2010
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2010-01
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xx
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Rutgers University Electronic Theses and Dissertations
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ETD
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Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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NjNbRU
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doi:10.7282/T3445MM4
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ETD doctoral
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The author owns the copyright to this work.
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Copyright protected
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Open
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Permission or license
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Grant-DeFini
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Jennifer
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2010-01-05 19:29:14
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Jennifer Grant-DeFini
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Rutgers University. Graduate School of Applied and Professional Psychology
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
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245760
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