Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District

Autor/inn/en	Mun, Rachel U.; Ezzani, Miriam D.; Lee, Lindsay Ellis; Ottwein, Jessica K.
Titel	Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District
Quelle	In: Gifted Child Quarterly, 65 (2021) 2, S.132-152 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Mun, Rachel U.) ORCID (Lee, Lindsay Ellis)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9041
DOI	10.1177/0016986220967376
Schlagwörter	Case Studies; Capacity Building; Inclusion; School Districts; Gifted; Identification; Disproportionate Representation; Administrator Attitudes; Teacher Attitudes; Facilitators (Individuals); Student Diversity; Equal Education; Cultural Differences; English (Second Language); Second Language Learning; Social Differences; Teacher Leadership; Instructional Leadership; Talent; Program Evaluation; Gifted Education + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Inklusion; School district; Schulbezirk; Begabter, Hoch Begabter; Identifikation; Identifizierung; Lehrerverhalten; Kultureller Unterschied; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Sozialer Unterschied; Lehrerfunktionsstelle; Instruction; Leadership; Bildung; Erziehung; Führung; Begabung; Hochbegabung; Programme evaluation; Programmevaluation
Abstract	The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district's gifted identification and services, we conducted 10 focus group interviews with 61 participants including gifted coordinators, teacher leaders, and gifted facilitators in the middle of a district initiative aimed at improving equitable identification and services in its gifted program. Data were analyzed using the six-phase approach of Thematic Analysis, which included (1) familiarization, (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and then (6) writing our report. Three overarching themes emerged from the in-depth analysis: (1) building systemic capacity, (2) shifting conceptions of giftedness, and (3) equitable identification practices and inclusive programming. Findings indicated the importance of systemic capacity building in teachers for improved CLED student identification into gifted programs and services. Essentially, building systemic capacity and shifting conceptions of giftedness share a reciprocal relationship in leading to more equitable gifted identification practices and inclusive programming. Moreover, implementing flexible and nuanced policy that takes into consideration school climate and culture is critical to building systemic capacity while working toward goals of equity. Recommendations are provided for researchers and practitioners based on these major findings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01