Download or read book A Phenomenological Study on the Strategies Used to Support Minority Gifted Students written by Christina Cobb and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe effective constructivism teaching strategies and approaches for reducing the achievement gap between minority and non-minority students in a middle school gifted program at Stoneybrook Middle School in the Downey-Raine School System through an examination of the lived experiences of teacher participants. The theories that guided this study were Piaget’s cognitive constructivism and Maslow’s hierarchy of needs. Both theories focused on the possible obstacles that educators may face when addressing the reduction of the achievement gap within this type of setting. Methodologically, this study followed the qualitative phenomenological research design. The research study focused on students within a middle school gifted program in southeastern North Carolina. The data collection took place through participant interviews, online blogs, and letter writing. Results from this study showed that the effectiveness of teaching strategies in this context was limited or enhanced by the factors of data usage and academically and intellectually gifted program structure, relationship building with students and nonacademic contributors to student performance like students’ homelives and the impact of COVID-19 on the school environment.
Download or read book Culturally Diverse and Underserved Populations of Gifted Students written by Alexinia Y. Baldwin and published by Corwin Press. This book was released on 2004-03-06 with total page 262 pages. Available in PDF, EPUB and Kindle. Book excerpt: Please update Sage UK and Sage India addresses on imprint page.
Download or read book A Review of Assessment Issues in Gifted Education and Their Implications for Identifying Gifted Minority Students written by Mary M. Frasier and published by DIANE Publishing. This book was released on 1998-04 with total page 50 pages. Available in PDF, EPUB and Kindle. Book excerpt: Examines research and literature that deal with assessment, with the focus on issues related to the identification of potentially gifted students from racial and ethnic minority groups, economically disadvantaged students, and those with limited English proficiency. The major reasons for under representation are discussed and proposals are made for designing strategies to reduce or eliminate test bias, improve the referral process strategies, and stress cultural strengths rather than deficits.
Download or read book Perceptions of Administrators at the Ten Schools Program in Los Angeles Unified School District Toward the Gifted Minority Students a Phenomenological Study written by LaVerne Patterson and published by . This book was released on 2004 with total page 640 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Multicultural Gifted Education written by Donna Y. Ford and published by Teachers College Press. This book was released on 1999-04-09 with total page 268 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explores issues involved in gifted programs for minority students such as curriculum and instruction, ethics, counseling, family involvement, and several other concerns, and includes case studies, scenarios, and sample activities.
Download or read book Challenging the Gifted Learner Virtually written by Amanda Jeane Price and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this transcendental phenomenological study was to describe the experiences of core academic middle school teachers with differentiating instruction and assessment for gifted and talented students in rural southern Maryland. Two theories providing the theoretical framework for this study include Bandura’s self-efficacy theory and McClelland’s achievement-motivation theory These two theories explain learning experiences and interactions between the learner and the instructor while addressing the educator’s efficacy in challenging gifted learners within the virtual classroom. The central research question that guided this research was, “What are the shared lived experiences among select middle school, core academic, teachers when differentiating instruction and challenging gifted learners in southern Maryland during virtual instruction?” The instrumentation for this study was a set of open-ended questions conducted in a face-to-face interview, archival data in the form of document analysis and journal prompts. Data were analyzed by the researcher using MAXQDA qualitative data analysis software. Three themes emerged, including efficacy dependent on available supports and strategies, the challenge of teaching virtually, and positive attitudes and beliefs toward differentiation. The themes that developed revealed that the participants experienced conflicting attitudes toward differentiating for gifted students and felt ill-equipped differentiating instruction for this group of students. The results of this study may inform the body of knowledge regarding the education of gifted learners and address acceleration practices to improve challenging this population in the classroom and achieve academic success.
Download or read book The Recruitment and Retention of African American Students in Gifted Education Programs written by Donna Y. Ford and published by . This book was released on 1998-04 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Under representation of African American students in gifted programs and services is a major concern in the field of education. This report explores barriers to the recruitment and retention of these students in programs for gifted learners, and makes recommendations relative to their identification, placement, and retention. Examines traditional IQ-based theories of giftedness and the use of a variety of assessment methods. Includes discussion and recommendations directed at parents, teachers, counselors and psychologists on the practical implications of putting research to use. References.
Download or read book Education of the Gifted written by Joan F. Smutny and published by . This book was released on 1990 with total page 100 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book provides an overall perspective to program development for gifted children and youth. The approaches used draw on many theories, points of view, and program structures. Chapter titles are as follows: "Identification of the Gifted,""Strategies for Teaching the Gifted,""Organizing the Gifted Program,""Building Support for the Gifted Program,""Preschool Gifted Children,""Gifted Girls: A Population at Risk,""Serving Special Populations of the Gifted,""Serving Gifted Minority and Disadvantaged Students,""Gifted Programs for Secondary School Students," and "Evaluating Gifted Programs." In addition to references which accompany each chapter, a gifted education bibliography lists approximately 120 items. Appendixes list national organizations serving the gifted, professional journals on the gifted, and state education departments' gifted education programs. (JDD)
Download or read book Enrichment Clusters written by Joseph S. Renzulli and published by Routledge. This book was released on 2021-09-03 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Enrichment clusters engage students and facilitators in student-driven, real-world learning experiences. Grouped by interest, students working like practicing professionals apply advanced content and methods to develop products and services for authentic audiences. Clusters are scheduled during the school day over an extended period of time and involve all students. This updated second edition of Enrichment Clusters provides the rationale for including this important enrichment program for all students, suggestions for creating buy-in, and a step-by-step guide for successful implementation of a self-sustaining enrichment cluster program within the context of specific schools. Included are staff development activities, suggestions for evaluation and program improvement, guidelines for developing high quality cluster experiences for teachers and students, suggested resources, and everything one needs to develop, implement, and sustain a top-quality enrichment cluster program.
Download or read book Finding the Gifted Child s Voice in the Public Elementary School Setting written by and published by . This book was released on 2013 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: Who are talented and gifted (TAG) students and how do we meet their unique needs in the elementary school setting? The body of literature clearly articulates the unique intellectual, social and emotional needs and characteristics of TAG students. Additionally, the literature supports the implementation of differentiated teaching strategies and affective curriculum to help meet these unique needs. This descriptive phenomenological study allowed gifted children, in fifth grade from a Pacific Northwest suburban elementary school, to share their lived experiences through reflective narratives and art. The data collected generated a central theme of Friends and general themes of Awareness, Feelings, Learning, and TAG Programming. Experiences that included friends were, by far, the most commonly shared; however, the participants also shared stories of wanting to be challenged and how they appreciated teachers who were more creative in curriculum delivery. Delisle (2012), Jessiman (2001) and Bergmark (2008) assert that in order to make progress in school reform and/or improvement we need to listen to our consumers and by consumers they are referring to our students. This study captures the gifted child's experience in elementary school and allows their voice to be heard.
Download or read book Experiences of Elementary Teachers Using Inclusion Models to Serve Gifted Students written by Mandy Sears and published by . This book was released on 2016 with total page 181 pages. Available in PDF, EPUB and Kindle. Book excerpt: Gifted education has undergone recent changes because of the decrease in funding set aside for gifted students in the public school system. The use of inclusion to provide gifted education within the general education classroom is one option that is more cost-effective than the traditional resource, or pullout, programs that have been used in the state of Georgia. This phenomenological study investigated the perceived experiences of general elementary educators who were new to teaching gifted students and were required to use an inclusion model in the general education classroom. Participants included 13 teachers from 4 school districts in Northern Georgia. The number of teachers interviewed was determined once data saturation had been reached. Through interviews, focus groups and journaling the researcher explored the perceived experiences and analyzed data on the use of inclusion with gifted students. The central research question was: What are the perceived experiences of general education classroom teachers during the first three years of using inclusion to instruct gifted students? Sub-questions included (a) How do the perceived experiences of general education classroom teachers using an inclusion model with gifted students affect teacher self-efficacy? (b) What training and support have been received by general education teachers who are new to teaching gifted students? (c) What do general education classroom teachers perceive to be strengths and challenges of using inclusion models of instruction with gifted students? The Interpretive Phenomenological Analysis process was used in analyzing the data and finding themes (Smith, Flowers, & Larkin, 2012). The themes that emerged were (a) recognizing gifted students, (b) growing as an educator , (c) planning with gifted students in mind, (d) and needing time and resources.
Download or read book Jacob K Javits Gifted and Talented Students Education Program written by and published by . This book was released on 2000 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Using the National Gifted Education Standards for University Teacher Preparation Programs written by Susan K. Johnsen and published by Corwin Press. This book was released on 2008-03-27 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: This guidebook helps university personnel design or revise teacher preparation courses in gifted education to align with the new standards required by NCATE for program accreditation.
Download or read book An Interpretive Phenomenological Analysis written by Janean Ciancia and published by . This book was released on 2018 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: An Interpretive Phenomenological Analysis: Understanding the Experiences of High School Students Participating in Gifted Programming The U.S. Department of Education estimates there are more than 3.2 million students participating in gifted and talented programs in public schools in the United States (NAGC, 2016). Programs and supports for these high ability learners differ greatly throughout schools and districts across the county (NAGC, 2016). Federal law acknowledges that gifted and talented youth are in need of programs not offered in regular school settings, but lack of mandates and requirements for educating gifted students leaves programming decisions and responsibility in the hands of individual school districts (Renzulli, 2016). This study was designed to explore the experiences of high school gifted students who participated in gifted programs throughout their primary and secondary education. In order to gain understanding of the participants experiences partaking in gifted programming, the primary research question was asked: What are the experiences of high school students, identified as gifted, who participate in a school district gifted program? To gain a deeper understanding the following secondary research questions were explored: 1. Do students think the gifted program has influenced their academic and social-emotional growth? 2. Do students feel the gifted program provided them with the type and amount of support they needed?
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book I Never Knew I was Gifted written by Julie E. Nelson and published by . This book was released on 2008 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: This study explores the perceptions of minority, gifted high school students that attend an urban high school. The research design is mixed methodology and consists of a focus group in the qualitative piece and a survey instrument in the quantitative piece. Participants included minority, gifted students from a local urban high school and school counselors from across the State of Ohio. The goals of this study are to bring awareness to minority gifted students, to find out if school counselors are aware of these students experiences, and to find out how school counselors can help improve these students school experiences.
Download or read book Casting Minority Gifted Students written by Deborah F. Burnette and published by . This book was released on 2012 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: African American students are significantly underrepresented in gifted education programs. This dissertation creates a space where gifted education, African American students, media literacy, and teacher perceptions intersect in the field of curriculum studies. Media literacy will be utilized to critique popular films by gifted endorsement teacher-students and myself. Due to the low number of states that require pre-service teachers to study gifted characteristics of children it is left up to gifted teacher endorsement programs to train teachers. By using media literacy to examine films in gifted teacher endorsement programs, I assert that the under-representation of African American students in the referral process for gifted education programs can be positively impacted.
