Date of Award


Document Type


Degree Name

Master of Education (MEd)


Graduate Education


This paper explores the implications of a Biblical worldview on gifted students' motivation and uses this Biblical worldview as a framework to evaluate classroom constructs, such as high level questions, promotion of learning as hard work, cooperative learning, Theory of Multiple Intelligences, RtI (Response to Intervention), and student choice, that are known to influence gifted students' motivation. Teacher personalities and tendencies, as well as students' family relationships, early learning and stimulation, personal characteristics, and emotional state are also discussed in relation to gifted students' motivation and achievement. A review of the relevant literature was conducted to ascertain the relationship of these key factors to gifted students' motivation. Implications for Christian teachers' classroom practice are discussed.


Action Research Report Submitted in Partial Fulfillment of the Requirements for the Degree of Master of Education