Culturally Responsive Gifted Classrooms for Culturally Different Students: A Focus on Invitational Learning

Autor/in	Ford, Donna Y.
Titel	Culturally Responsive Gifted Classrooms for Culturally Different Students: A Focus on Invitational Learning
Quelle	In: Gifted Child Today, 38 (2015) 1, S.67-69 (3 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1076-2175
DOI	10.1177/1076217514556697
Schlagwörter	Culturally Relevant Education; Academically Gifted; Student Diversity; Educational Environment; Classroom Environment; Institutional Characteristics; Teacher Characteristics; Educational Practices; Cluster Grouping; Hispanic American Students; African American Students; Teaching Methods; Educational Strategies; Intention + Suchen Sie Ihr Suchwort? Lernumgebung; Pädagogische Umwelt; Schulumwelt; Klassenklima; Unterrichtsklima; Bildungspraxis; Eingruppierung; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrstrategie
Abstract	This article expands the notion of culturally responsive learning environments by including Purkey and Novak's (1996) work on invitational learning. Their typology of four types of schools is described and applied to gifted education classrooms, along with associated characteristics of each. Specific attention is focused on implications for Black and Hispanic students. The author maintains that all classrooms must be culturally responsive, which will help with recruiting and retaining culturally different students in gifted education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01