Date of Award
5-1-2017
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Educational Leadership
First Advisor
Dr. Kay A. Keiser
Abstract
This qualitative multiple case study explored the factors that impact the recreational reading selections of gifted students. Eleven students in grades four and five participated in the study. The methods of data collection included in-depth personal interviews and analysis of library circulation records and independent reading program data. The Theory of Reasoned Action was used as a framework to examine the answers to the research question and subquestions and three areas of concern were identified. Those areas are: 1) The role of the school librarian in recreational reading selections, 2) The impact of assigned reading on recreational reading, and 3) Gifted boys’ motivation to read. Findings from this study indicated that though gifted students make most selections independently, they are heavily influenced by their peers when selecting recreational reading materials. However, the school librarian can have an impact on these choices as well. Assigned reading impacts what gifted students read recreationally and how they view the practice. Finally, gifted boys appear to read less recreationally than their female peers. Suggestions for changes in policy, practice, and future research in these areas of concern are provided.
Recommended Citation
Churchill, Sara J., "Left to Chance: Gifted Students and Recreational Reading" (2017). Student Work. 3647.
https://digitalcommons.unomaha.edu/studentwork/3647
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Comments
A Dissertation Presented to the Faculty of the Graduate College of the University of Nebraska at Omaha in Partial Fulfillment of the Requirements for the Degree of Doctor of Education. Copyright 2017 Sara J. Churchill.