Literaturnachweis - Detailanzeige
| Autor/in | Collins, Linda Elizabeth Lawhorn |
|---|---|
| Titel | Searching for Talent: Exploring Gifted Education Teachers' Ideas for Identifying More Inclusive Practices in Gifted Education |
| Quelle | (2023), (173 Seiten)
PDF als Volltext Ed.D. Dissertation, University of Kansas |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| ISBN | 979-8-3797-2346-0 |
| Schlagwörter | Hochschulschrift; Dissertation; Gifted Education; Teachers; Inclusion; Talent Identification; Educational Practices; Teacher Attitudes; Disproportionate Representation; Student Diversity; Equal Education; Access to Education; Change Strategies; Educational Improvement; Educational Needs |
| Abstract | The primary purpose of this study is to explore gifted education teachers' ideas when asked how they would create more inclusive practices in gifted education to include students with high potential from traditionally underrepresented populations to increase diversity in the gifted education program. The voices of gifted education teachers are noticeably absent in the body of research about attempts by school districts to make gifted identification processes more equitable; gifted education teachers who work solely with identified gifted students in a gifted classroom are missing from the group of key stakeholders interviewed in research studies. Five full-time gifted education teachers, who only teach identified gifted students, volunteered to share their creative ideas and possible solutions about increasing diversity in gifted education. A qualitative design was used for this study to best elicit ideas from the five gifted education elementary and middle school teachers when asked to identify more inclusive practices to create an identification process that will increase proportionate representation. Teachers' responses to the interview questions suggested a multi-faceted approach to ameliorating this problem including ideas to: increase culturally responsive education for preservice and in-service teachers, require gifted education courses for all pre-service teachers which include information about recognizing high potential in diverse learners, require professional development for all in-service teachers about all identified gifted and high potential learners, including diverse learners, add staff who mirror a more diverse population, and continue to use universal testing with local sub-group cut-off scores and alternative tests, if needed, for qualifications for gifted screening and gifted programming. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided). |
| Anmerkungen | ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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