A qualitative narrative phenomenological study: Parental perceptions in choosing online educational classes for gifted children
Kirsten L. Stein, University of Phoenix, United States
University of Phoenix . Awarded
The purpose of this qualitative narrative phenomenological study was to explore the experiences of parents of gifted student children who live in the United States, who have gone through the process of locating and selecting an online class, and who have worked with the online educational environment offering the class. Parents often select online classes to meet the educational needs of their gifted child since the educational system in the United States frequently does not provide an adequate education for gifted children (Johnsen, 2009; Mooji, 2008; Sener, 2010). Perceptions and experiences narrated by the parent participants of this qualitative study will add understanding and insight into the phenomena addressed in this study. Understanding these perceptions and experiences may assist online educators and organizations in tailoring their online offerings. Understanding may also assist parents in their search for appropriate online classes for their gifted student child. The parent participants were interviewed using an open-ended and general question format. Data were collected and analyzed using manual analysis and NVivo 10 research software. Four core themes resulted from the data analysis. The study concludes with recommendations for educational leaders and policymakers with suggestions for further research.
Stein, K.L. A qualitative narrative phenomenological study: Parental perceptions in choosing online educational classes for gifted children. Ph.D. thesis, University of Phoenix.
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