General Education Teachers’ Perceptions of the Real Engagement in Active Problem Solving (REAPS) Model

Abstract

The purpose of this study was to explore general education teachers’ perceptions of their experiences while implementing the Real Engagement in Active Problem Solving (REAPS) model. REAPS is an evidence-based teaching model for challenging and engaging gifted students in a variety of settings. Twenty-three teachers answered 7 semi-structured questions. Using a general inductive approach, three coders with extensive experience in education analyzed the data by conducting independent parallel coding. The core theme, Student-Teacher Involvement in the Process of Discovery, was identified as the teachers' perceptions of the REAPS model. The responses were in three main categories: (a) Creating Meaningful Learning-Teaching Experiences, (b) Bridging the Knowing-Doing Gap, and (c) Increasing Learning Effectiveness. Each category included three to four identified subcategories to describe a specific phenomenon from teachers’ responses. Discussion included the core theme and its relationships with the categories and sub-categories. Ways to implement REAPS in classrooms and as a school-wide approach are discussed.