Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families

Autor/inn/en	O'Brien, Susan; Coleman, Mary Ruth; Schuller, Dorothy L.; López, Martha A.; Díaz, German
Titel	Milwaukee Makes a Difference: Recognizing Gifted Students from Culturally and Linguistically Diverse Families
Quelle	In: Education Sciences, 11 (2021), Artikel 578 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2227-7102
Schlagwörter	Urban Schools; Gifted; English (Second Language); Second Language Learning; Equal Education; Disproportionate Representation; Gifted Education; Talent; School Districts; At Risk Students; Excellence in Education; Instructional Leadership; Capacity Building; Trust (Psychology); Public Schools; Program Descriptions; Elementary School Students; Summer Programs; Enrichment Activities; Principals; Administrator Attitudes; Minority Group Students; Low Income Students; Grants; Teacher Attitudes; Gifted Disabled; Cultural Differences; Wisconsin (Milwaukee) + Suchen Sie Ihr Suchwort? Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Begabter, Hoch Begabter; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Begabung; Hochbegabung; School district; Schulbezirk; Lernerfolg; Instruction; Leadership; Bildung; Erziehung; Führung; Public school; Öffentliche Schule; Sommerkurs; Bereicherungsprogramm; Principal; Schulleiter; Grant; Finanzielle Beihilfe; Lehrerverhalten; Kultureller Unterschied
Abstract	Gifted education today faces a significant challenge in reaching equity as well as excellence. This is reflected in the disproportionate underrepresentation of children from Black, Hispanic, Native, and low-income families. This pattern of underrepresentation within programs for students with gifts and talents is pervasive and pernicious and impacts gifted education programming across all 50 states in the United States of America. This article describes the efforts of Milwaukee Public Schools, a large urban school district in Wisconsin, to address the need for both equity and excellence within their gifted education programming. The U-STRARS-PLUS model formed the foundation for changing the culture of the schools from "at risk" to "at potential". Dedicated leadership and the combination of securing external support, developing internal trust, and building capacity across the district were critical to creating a strength-based focus within the schools. While the journey is not over, the authors hope that others can learn from Milwaukee's experiences. (As Provided).
Anmerkungen	MDPI AG. Klybeckstrasse 64, 4057 Basel, Switzerland. e-mail: education@mdpi.com; e-mail: indexing@mdpi.com; Web site: https://www.mdpi.com/journal/education
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01