Date
9-17-2026
Department
School of Education
Degree
Doctor of Philosophy in Education (PhD)
Chair
Holly Eimer
Keywords
gifted, cluster-grouped, differentiation, North Carolina, Title I
Disciplines
Education | Law
Recommended Citation
Land, Kristal, "Differentiated Instruction for Gifted Students in a North Carolina Title I School System: A Case Study" (2026). Doctoral Dissertations and Projects. 8937.
https://digitalcommons.liberty.edu/doctoral/8937
Abstract
The purpose of this case study was to explore the differentiation of instructional methods used for cluster-grouped gifted students in third through eighth-grade regular education classes at TCSS, a Title I school in North Carolina. For the research, differentiation for cluster-grouped gifted students was defined as students who have been identified as gifted and are grouped together, typically in clusters of three to more than 10 students in a regular education setting. In this environment, teachers differentiate instruction to meet the advanced learning needs of their students. The theory guiding this study is Gardner’s theory of multiple intelligences. Multiple intelligences theory emphasizes the importance of recognizing the various types of intelligence associated with gifted students and tailoring education to match them. By advocating for the identification of intelligence and personalization of learning, Gardner supports the use of differentiation in the classroom. The central research question guiding this case study is how teachers provide differentiated instruction to meet the needs of gifted students in third to eighth-grade classrooms within a Title I school system. A qualitative case study design was employed, incorporating extensive data collection through individual interviews, observations, and artifacts. The gathered information was analyzed using coding, pattern matching, and other analytical strategies to identify recurring themes and patterns, thereby helping to establish the validity of the findings. Analysis of the data revealed a pattern of inconsistency in the implementation of gifted education within Title I classrooms. Variations in teacher preparation, instructional practices, and access to resources contributed to uneven differentiation experiences for gifted students. These conditions often resulted in prioritization of remediation over enrichment, reducing opportunities for gifted learners to engage in appropriately challenging work.
