Using Question-Based Inquiry Strategies to Motivate Gifted Readers - Schwaiger, Molly
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Gifted students in modern American schools often find a corrosive mismatch between their needs and curricular offerings. Their teachers mean well, but struggle to balance dozens of standards, pressure for near-universal proficiency on state tests, intervention work for struggling students, and a litany of other obligations. As a result, the spark of student engagement has often fizzled, especially in gifted student populations. In this study, question-based inquiry learning is explored in order to help teachers nurture a classroom that pulses with a sense of wonder and discovery. The study…mehr

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Produktbeschreibung
Gifted students in modern American schools often find a corrosive mismatch between their needs and curricular offerings. Their teachers mean well, but struggle to balance dozens of standards, pressure for near-universal proficiency on state tests, intervention work for struggling students, and a litany of other obligations. As a result, the spark of student engagement has often fizzled, especially in gifted student populations. In this study, question-based inquiry learning is explored in order to help teachers nurture a classroom that pulses with a sense of wonder and discovery. The study explores the essential components of inquiry learning and the advanced learners who can benefit most from this method of learning. From this action research, educators can identify ways to begin inquiry learning investigations within the classroom.
Autorenporträt
Molly (Klane) Schwaiger has taught in a variety of settings, from intervention to gifted and talented classes. She currently works as a Master Teacher and Academic Coordinator at Partnership Academy. Molly received her teaching license from Carleton College in 2007 and her Masters of Arts in Literacy Education from Hamline University in 2013.