Supporting and Encouraging Motivation through Inclusive Environments and Inclusive Pedagogy in Gifted and Talented K-12 Students in the Central Oklahoma Region
| dc.contributor.advisor | Kile, Mia | |
| dc.contributor.author | Porter, Hannah | |
| dc.contributor.committeeMember | Heidari Matin, Negar | |
| dc.contributor.committeeMember | Heddy, Benjamin | |
| dc.date.accessioned | 2021-12-16T18:26:48Z | |
| dc.date.available | 2021-12-16T18:26:48Z | |
| dc.date.issued | 2021-12-17 | |
| dc.date.manuscript | 2021-12 | |
| dc.description.abstract | Georgetown University defines inclusive pedagogy as “a student-centered approach to teaching that pays attention to the varied background, learning styles, and abilities of all the learners in front of you”. This includes gifted and talented students. Inclusive pedagogy must be paired with inclusive environments to be effective. The hypothesis for this study is that inclusive environments, when paired with inclusive pedagogy, will create a sense of belonging and motivate gifted and talented students. Three types of gifted and talented students will be analyzed and will be referred to as gifted underachievers, autonomous learners, and twice-exceptional students. Gifted underachievers have a fixed mindset, autonomous learners have a growth mindset, and twice-exceptional students have some sort of learning, physical, or emotional disability in addition to being gifted. A qualitative survey was conducted to analyze the motivation in students, pedagogy of teachers, and the environmental state of the school building. Questions were based in a new theoretical framework based on the intersection of inclusive environments, inclusive pedagogy, and motivation. These three areas overlap in a triple circle Venn diagram with autonomy at the center. This Venn diagram is named the Autonomy Venn Diagram. The inclusive environment circle will be rooted in the Six Dimensions of Wellbeing theory from Steelcase. The inclusive pedagogy circle will be rooted in the Inclusive Pedagogical Approach in Action (IPAA) framework. The motivation circle will be rooted in Self-Determination theory from Ryan and Deci. The research found that combining inclusive environments and inclusive pedagogy can increase gifted and talented student wellbeing and motivation through targeted approaches that do not marginalize any students in the process. External factors will always be present, so it is all the more important to cultivate positive and inclusive environments, physically, mentally, and emotionally, for the students that occupy them. | en_US |
| dc.identifier.uri | https://hdl.handle.net/11244/332339 | |
| dc.language | en_US | en_US |
| dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 International | * |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | * |
| dc.subject | interior design | en_US |
| dc.subject | gifted and talented students | en_US |
| dc.subject | motivation | en_US |
| dc.subject | education | en_US |
| dc.thesis.degree | Master of Science in Interior Design | en_US |
| dc.title | Supporting and Encouraging Motivation through Inclusive Environments and Inclusive Pedagogy in Gifted and Talented K-12 Students in the Central Oklahoma Region | en_US |
| ou.group | Christopher C. Gibbs College of Architecture | en_US |
| shareok.nativefileaccess | restricted | en_US |
| shareok.orcid | 0000-0001-8893-8906 | en_US |