A qualitative study of the academic program at the Center for Academic Precocity, Arizona State University

Persistent Link:
http://hdl.handle.net/10150/289138
Title:
A qualitative study of the academic program at the Center for Academic Precocity, Arizona State University
Author:
Chavis, Pamela Kaye
Issue Date:
2000
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Abstract:
The purpose of this study was to examine the ways in equity was operationalized in a supplemental academic program for gifted youth. ASU's Center for Academic Precocity in Tempe Arizona was the site of a four month study. Data was collected from documents, observation of CAP's offices, classrooms, extracurricular functions, and interviews with selected participants. In addition, selected former students were interviewed to learn about their views of their experiences in the CAP academic program and the effects their participation in CAP classes had on later academic and occupational attainment. I concluded after analysis of data that CAP administrators were creating changes to the program to acknowledge changes in scholarly knowledge about interpretations of intelligence and appropriate policies and practices. Changes for provision of students from minority backgrounds were not found. Participants were supportive of the program and former students reported that their experiences at CAP helped them adjust to college life but that their experiences did not influence their choices of majors in college or choices of occupations.
Type:
text; Dissertation-Reproduction (electronic)
Keywords:
Education, Special.
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Special Education, Rehabilitation, and School Psychology
Degree Grantor:
University of Arizona
Advisor:
Maker, C. June

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_US
dc.titleA qualitative study of the academic program at the Center for Academic Precocity, Arizona State Universityen_US
dc.creatorChavis, Pamela Kayeen_US
dc.contributor.authorChavis, Pamela Kayeen_US
dc.date.issued2000en_US
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.abstractThe purpose of this study was to examine the ways in equity was operationalized in a supplemental academic program for gifted youth. ASU's Center for Academic Precocity in Tempe Arizona was the site of a four month study. Data was collected from documents, observation of CAP's offices, classrooms, extracurricular functions, and interviews with selected participants. In addition, selected former students were interviewed to learn about their views of their experiences in the CAP academic program and the effects their participation in CAP classes had on later academic and occupational attainment. I concluded after analysis of data that CAP administrators were creating changes to the program to acknowledge changes in scholarly knowledge about interpretations of intelligence and appropriate policies and practices. Changes for provision of students from minority backgrounds were not found. Participants were supportive of the program and former students reported that their experiences at CAP helped them adjust to college life but that their experiences did not influence their choices of majors in college or choices of occupations.en_US
dc.typetexten_US
dc.typeDissertation-Reproduction (electronic)en_US
dc.subjectEducation, Special.en_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSpecial Education, Rehabilitation, and School Psychologyen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorMaker, C. Juneen_US
dc.identifier.proquest9972085en_US
dc.identifier.bibrecord.b40638340en_US
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