The purpose of this qualitative descriptive study was to explore how gifted high school graduates in Arizona describe their experiences of relatedness with peers and teachers as motivation in the online high school learning environment. The study's theoretical foundation is Self-Determination Theory's concept of relatedness, or connection. Two…

Years of teaching experience have long been taken as an important indicator of teacher and school quality in primary and secondary schools. However, research on the effects of teacher years of experience on student outcomes has shown mixed results. To investigate the source of variation causing these mixed results, this study examined a broad…

The purpose of this qualitative phenomenological study was to explore how 15 elementary teachers' lived experiences contributed to their self-efficacy when making instructional decisions to support gifted students in inclusive classrooms in central Arizona. The theoretical framework was Bandura's self-efficacy theory. The central research question…

The purpose of this qualitative descriptive study was to explore how elementary educators described their support of twice-exceptional students using character strengths-based practices in promoting the domains of well-being in inclusive classrooms across the state of Arizona. Seligman's (2011) PERMA model and Seligman and Csikszentmihalyi's…

The Real Engagement in Active Problem Solving (REAPS) model was developed in 2004 by C. June Maker and colleagues as an intervention for gifted students to develop creative problem solving ability through the use of real-world problems. The primary purpose of this study was to examine the effects of the REAPS model on developing students' general…