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dc.contributor.advisorMcDowell, Kim
dc.contributor.authorCourtney, Jordan M.
dc.date.accessioned2018-06-11T15:43:00Z
dc.date.available2018-06-11T15:43:00Z
dc.date.issued2017-12
dc.identifier.othert17054
dc.identifier.urihttp://hdl.handle.net/10057/15302
dc.descriptionThesis (M.Ed.)--Wichita State University, College of Education, Dept. of Curriculum and Instruction
dc.description.abstractThe purpose of this research was to determine how the writing process of published authors would be accepted and utilized by gifted students. To increase the field of research regarding gifted students, research was completed in a gifted classroom. Data was gathered using multiple data points, including a belief survey, data from writing, final products, and classroom discussions. Results found that the majority of students produced more when utilizing the methods of published authors, although the work was not of finer quality. Students were also more positive about writing when using the published authors' methods. Keywords: gifted education, writing process
dc.format.extentvii, 40 pages
dc.language.isoen_US
dc.publisherWichita State University
dc.rightsCopyright 2017 by Jordan Madison Courtney All Rights Reserved
dc.subject.lcshElectronic dissertation
dc.titleThe writing process of published authors and gifted students: a mixed method study regarding comfort with the writing process
dc.typeThesis


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