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UBC Theses and Dissertations
The role of mentorship in enhancing academic proficiency : Motivational dispostion and learning satisfaction in academically gifted children Simpson, Brenda Gladys Huldis
Abstract
According to research, the academically gifted child may not have his/her educational needs met in a classroom with his/her age mates. This study was an investigation of the impact of mentorship on academically gifted students in an attempt to adjust curriculum to reflect what the identified gifted child i s ready to learn. There is little theoretically-based research on the impact of mentorship on children with advanced academic capabilities. It was hypothesized that academically gifted students who received individualized instruction from a mentor would show positive changes i n motivation and that this teaching approach would further enhance their academic proficiency. Learning satisfaction would also be a result of participation in a mentorship program. A multi-case study methodology was employed, including four identified gifted students. Replication of results across cases illustrates an overall improvement in academic competency and motivation. The children involved learned a great deal, evolved as motivated students and had a noticeable sense of satisfaction from participating in the program. Conclusions justify the need for curriculum modification for academically advanced children.
Item Metadata
Title |
The role of mentorship in enhancing academic proficiency : Motivational dispostion and learning satisfaction in academically gifted children
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Creator | |
Publisher |
University of British Columbia
|
Date Issued |
1995
|
Description |
According to research, the academically gifted child may not
have his/her educational needs met in a classroom with his/her age
mates. This study was an investigation of the impact of mentorship
on academically gifted students in an attempt to adjust curriculum
to reflect what the identified gifted child i s ready to learn.
There is little theoretically-based research on the impact of
mentorship on children with advanced academic capabilities. It was
hypothesized that academically gifted students who received
individualized instruction from a mentor would show positive
changes i n motivation and that this teaching approach would further
enhance their academic proficiency. Learning satisfaction would
also be a result of participation in a mentorship program. A
multi-case study methodology was employed, including four
identified gifted students. Replication of results across cases
illustrates an overall improvement in academic competency and
motivation. The children involved learned a great deal, evolved as
motivated students and had a noticeable sense of satisfaction from
participating in the program. Conclusions justify the need for
curriculum modification for academically advanced children.
|
Extent |
7738775 bytes
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Genre | |
Type | |
File Format |
application/pdf
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Language |
eng
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Date Available |
2009-01-17
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Provider |
Vancouver : University of British Columbia Library
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Rights |
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
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DOI |
10.14288/1.0054773
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URI | |
Degree | |
Program | |
Affiliation | |
Degree Grantor |
University of British Columbia
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Graduation Date |
1995-05
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Campus | |
Scholarly Level |
Graduate
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Aggregated Source Repository |
DSpace
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Item Media
Item Citations and Data
Rights
For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.