A Pastiche of Outcomes for a Teacher-Student Pair: Experiences within a Reading Cluster Group

Angie L. Miller, Amanda O. Latz, Sarah C. W. Jenkins, Cheryll M. Adams

Center for Postsecondary Research, Indiana University, Bloomington, USA.
Teachers College, Ball State University, Muncie, USA.

DOI: 10.4236/ce.2012.31010                

Abstract

The purpose of this study was to understand the lived experiences of two individuals involved in Project CLUE (Clustering Learners Unlocks Equity), a university-school collaboration. One former third grade teacher (T) and one of her former students (S) participated in this study. A phenomenological case study design was used. T and S were interviewed using a semi-structured interview protocol. The research question that drove the present study was: What are the impacts of a gifted reading curriculum on students within a gifted cluster inside a regular classroom? Three salient themes from an analysis of the interview transcripts emerged. They were: 1) social and affective outcomes, 2) bidirectional motivation for deep learning and exploration, and 3) obstacles to implementation.

Keywords

Cluster Grouping; Reading Motivation; Gifted Education; Classroom Management

Conflicts of Interest

The authors declare no conflicts of interest.

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