A Case Study of a Three-Year Pilot Program on One District's Attempt to Increase the Gifted Identification of Diverse Elementary School Students by Having a Talent Development Program

Autor/in	Franklin, Robin Kesterson
Titel	A Case Study of a Three-Year Pilot Program on One District's Attempt to Increase the Gifted Identification of Diverse Elementary School Students by Having a Talent Development Program
Quelle	(2009), (154 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Virginia Commonwealth University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-3360-6
Schlagwörter	Hochschulschrift; Dissertation; Case Studies; Pilot Projects; School Districts; Gifted; Identification; Elementary School Students; Talent Development; Inclusion; Disproportionate Representation; Socioeconomic Status; Primary Education; Minority Group Students; Equal Education; Student Diversity + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Case study; Fallstudie; Case Study; Pilot project; Modellversuch; Pilotprojekt; School district; Schulbezirk; Begabter, Hoch Begabter; Identifikation; Identifizierung; Begabtenförderung; Talentförderung; Inklusion; Socio-economic status; Sozioökonomischer Status; Primarbereich
Abstract	This case study examined ways elementary school students from diverse populations (minorities and children from low socioeconomic status environments) were included in a talent development program, and determined if that inclusion proved to be beneficial for gifted identification. With intentional regard for the idea of talent development, this study sought to uncover the nuts and bolts of one district's effort to create a program for young elementary school students (K-3). This investigation used interviews, a focus group, document reviews, and standardized achievement measures to study how the talent development program for underrepresented students was created and implemented. A synthesis of data showed that the program resulted in the gifted identification of fourteen out of twenty-eight students by third grade from the program. The results of the study have important implications for educators desiring researched based strategies for increasing student diversity in their elementary gifted programming. This study suggests that an action decision has to be made by policy makers about those underrepresented in the gifted process or the inequities that have beleaguered the gifted field since the beginning will ensue. Lessons learned from the program are shared to inform practice. A commitment to developing talent in early elementary school students from diverse low socioeconomic backgrounds is a viable option and should be pursued and encouraged. [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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10