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dc.contributor.advisorMacGregor, Cynthia J. (Cynthia Jane), 1962-eng
dc.contributor.authorCox, Kerrieng
dc.date.issued2018eng
dc.date.submitted2018 Summereng
dc.descriptionDr. Cynthia MacGregor, Dissertation Supervisor.eng
dc.descriptionField of study: Educational leadership and policy analysis.eng
dc.descriptionIncludes vita.eng
dc.description"July 2018."eng
dc.description.abstractHigh-achieving students are those who enter the classroom ready and able to learn. They demonstrate their abilities by earning high grades in their coursework and by receiving high scores on standardized tests. The purpose of this phenomenological inquiry was to articulate the lived experiences of high-achieving elementary students in suburban schools in southwest Missouri. How would high-achieving elementary students, their parents, and their classroom teachers describe the academic experiences of high-achieving elementary students in suburban schools in southwest Missouri? Specific research probes looked at the degree to which these students received differentiated instruction and sought to uncover the classroom experiences and academic structures that best support and most hinder these students? growth. The findings show that students have limited differentiated opportunities. In speaking to parents, students, and teachers, the following classroom structures and academic structures emerged as those that most hinder learning: (a) mixed-ability classrooms, (b) a focus on standardization, (c) teaching to the middle, and (d) personality clashes with teachers. The following classroom structures and experiences emerged from the data as those that support high-achieving students: (a) pursuing their passions in and out of the classroom; (b) supportive teachers; and (c) confronting and conquering academic challenges. Implications from this study could provide researchers, educators, and administrators more insight into the needs of high-achievers and recommendations for supporting these students in the classroom.eng
dc.description.bibrefIncludes bibliographical references (pages 145-155).eng
dc.format.extent1 online resource (vii, 171 pages) : illustrations (some color)eng
dc.identifier.merlinb126392110eng
dc.identifier.oclc1065525279eng
dc.identifier.urihttps://hdl.handle.net/10355/66372
dc.languageEnglisheng
dc.publisherUniversity of Missouri--Columbiaeng
dc.relation.ispartofcollectionUniversity of Missouri--Columbia. Graduate School. Theses and Dissertationseng
dc.rightsOpenAccesseng
dc.rights.licenseThis work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Licenseeng
dc.titleScholars on the sidelines : a phenomenological study of high-achieving elementary students in southwest Missourieng
dc.typeThesiseng
thesis.degree.disciplineEducational leadership and policy analysis (MU)eng
thesis.degree.grantor[University of Missouri--Columbia]eng
thesis.degree.levelDoctoraleng
thesis.degree.nameEd. D.eng


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