Download or read book UNDERSTANDING TEACHER S PERCEPTION OF THE IDENTIFICATION OF AFRICAN AMERICAN STUDENTS IN THE GIFTED EDUCATION PROGRAM THE IMPACT OF TARGETED CULTURALLY RESPONSIVE PROFESSIONAL LEARNING written by Nikia N Davis and published by . This book was released on 2021 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTNikia Davis, UNDERSTANDING TEACHER'S PERCEPTION OF THE IDENTIFICATION OF AFRICAN AMERICAN STUDENTS IN THE GIFTED EDUCATION PROGRAM:THE IMPACT OF TARGETED CULTURALLY RESPONSIVE PROFESSIONAL LEARNING (Under the direction of Dr. Karen Jones). Department of Educational Leadership, December 2021. Identification methods used for African American students in gifted education programs and services continue to yield disproportionate results that show the underrepresentation of students of color. When the gifted identification survey data for a metropolitan district was analyzed and disaggregated to examine the issues of underrepresentation of African American students, for the period of 2019-2021, each racial ethnic group showed varied levels of representation. By focusing on African American students, the study examines the current protocols used to identify students for the gifted education program. These methods may include referrals from parents, teachers, or students, review of current grades, End of Grade test scores, and aptitude scores received from various IQ or Cognitive Abilities Test. This qualitative study sought to understand how educators at a metropolitan middle school perceived their knowledge, ability, and training regarding referral and identification protocol for gifted services, with specific attention on African American students. Further, the study took place while teachers attended a school-wide professional learning series using culturally responsive teaching. The study collected data to investigate the impact of this training on the same perceptions. Critical Race Theory was used as the theoretical framework for this research. The research in this study also addresses the systematic institutional policies, procedures and practices that create barriers in the identification of African American students in gifted education programs at a middle school. Emerging themes from the research highlight some reasons for underrepresentation. The results of this study provide insight into various approaches used to identify African American students for gifted education programs, to help decrease underrepresentation.
Download or read book Culturally Responsive Teaching written by Geneva Gay and published by Teachers College Press. This book was released on 2010 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The achievement of students of color continues to be disproportionately low at all levels of education. More than ever, Geneva Gay's foundational book on culturally responsive teaching is essential reading in addressing the needs of today's diverse student population. Combining insights from multicultural education theory and research with real-life classroom stories, Gay demonstrates that all students will perform better on multiple measures of achievement when teaching is filtered through their own cultural experiences. This bestselling text has been extensively revised to include expanded coverage of student ethnic groups: African and Latino Americans as well as Asian and Native Americans as well as new material on culturally diverse communication, addressing common myths about language diversity and the effects of "English Plus" instruction.
Download or read book Leading Culturally Responsive Gifted Programs written by Robin M. Greene and published by Taylor & Francis. This book was released on 2023-06-20 with total page 149 pages. Available in PDF, EPUB and Kindle. Book excerpt: Written by experienced leaders in gifted education, this book is a foundational guide for supervisors, administrators, and districts seeking to create culturally responsive and equity-focused gifted policies and programs. Engaging chapters supported by real-world vignettes and interactive contemplation corners outline key elements of culturally responsive leadership and the administrative actions necessary for disrupting systems of oppression within gifted programs. Topics covered include culturally responsive gifted education, multitiered systems of support, authentic family engagement, the use of data to inform systemic change, and more. Featuring authentic applications of culturally responsive gifted leadership practices and an innovative tool to evaluate gifted program inclusivity, this book is essential reading for all current and future leaders in gifted education.
Download or read book An Examination of the Underrepresentation of African American Students in Gifted Programs written by Percell Whittaker and published by . This book was released on 2015 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed method study was to examine teacher perceptions of barriers to the underrepresentation of African American students in academically gifted programs. This study also examined teachers' perceptions of classroom-based characteristics of gifted students and how these perceptions may differ from black teachers and their white colleagues, as well as explored the relationship between white privilege and teacher referrals of African American students for gifted education. Survey data was collected from members of the Southeastern Pennsylvania State Education Association (PSEA) and the Delaware Valley National Alliance of Black School Educators (DVA-NABSE) (N=108). The data sources for this study included a researcher developed online survey and open-ended questions. Quantitative data was incorporated to explore the significance of the relationship between acknowledgments of white privilege as it related to teachers' identification of an African American student referral for gifted education. The results of this mixed method study indicated that educators perceived socioeconomics and teachers' inability to recognize potential giftedness in African American students as the most significant barriers that hinder African American students from being identified as gifted. Future research should be conducted to examine the psychological and social dynamics that impact teachers' ability to recognize characteristics of giftedness in African American students.
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 African American Rural Education written by Crystal R. Chambers and published by Emerald Group Publishing. This book was released on 2020-11-09 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite comprising the largest minority in rural settings, the literature to date largely subsumes African American rural students into a broader set of students, with a primarily urban focus. This volume focuses on the higher education pathways of rural African American students and highlights their experiences in US colleges and universities.
Download or read book Creating Equitable Services for the Gifted Protocols for Identification Implementation and Evaluation written by Nyberg, Julia L. and published by IGI Global. This book was released on 2021-11-12 with total page 350 pages. Available in PDF, EPUB and Kindle. Book excerpt: Given the importance of the development of intellectualism and the need to ensure equity and access to learning experiences, educators at all levels must be aware of research-based protocols to identify, serve, and evaluate programs for diverse gifted learners. It is essential to understand how gifted education can increase equity in identification practices for historically underrepresented groups, what the specific curricular opportunities are that must be provided to learners to develop gifted programs, and what the key considerations are to the design and implementation of authentic and equitable programs for gifted learners. Creating Equitable Services for the Gifted: Protocols for Identification, Implementation, and Evaluation curates cutting-edge protocols in the field of gifted education related to the areas of equitable identification, implementation of services, and programmatic assessment. These protocols seek to initiate discussion and critical discourse regarding diverse gifted learners among higher education faculty, state department personnel, district administrators, and classroom teachers. Covering topics such as digital differentiation, equitable assessment, and STEM education, this text is ideal for teacher education programs, preparation programs, university degree programs, university credential programs, certificate programs, faculty, graduate students, state departments of education, superintendents, coordinators, administrators, teachers, professors, academicians, and researchers.
Download or read book Educators Perceptions of Reasons for and Strategies to Correct the Underrepresentation of African Americans in Gifted Eductaion Programs written by Deborah Ann McKinnie Dunn and published by . This book was released on 2008 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: Author's abstract: The purpose of this study was to determine elementary and middle school educators perceptions of the reasons for the underrepresentation of African Americans in gifted education programs. The mixed method paradigm included a combination of both qualitative and quantitative research methods. The two instruments used were an eight item interview questionnaire and a two page researcher-designed survey. The participants were selected based on the operation of their gifted eligibility teams from three selected elementary schools and twenty middle schools. Three elementary principals and three middle school principals were interviewed to gain an in-depth knowledge of the reasons for and strategies to correct the underrepresentation of African Americans in gifted education programs. Sixty-nine surveys were mailed to principals at three elementary schools and twenty middle schools of a large school system in metro Atlanta. The principals distributed the surveys to members of his or her schools gifted eligibility team. The survey assessed the reasons for the underrepresentation of African Americans in gifted education programs based on the perceptions of principals and teachers. The 31 respondents surveys, a 44.9% return rate, were analyzed and indicated that reasons for the underrepresentation of African Americans in gifted education 2 programs consisted of the following: (1) African American culture does not value intellectual giftedness; (2) Definition of giftedness inhibits identification of minority students; (3) Identification process for admission into the gifted program is problematic; (4) Low socio-economic status of African American students inhibits their identification for the gifted program; (5) Non-standard language of African American students inhibits their identification for the gifted program; (6) The educational level of African American parents negatively affects student attitudes about the gifted program; (7) Race causes African American students not to be nominated; (8) Late identification of African American students causes them not to stay in the gifted program; (9) Teachers do not recognize gifted potential of African American students; (10) Test bias works against African American students; (11) Student unwillingness to participate in the program is problematic. As a result of the principals interviews, nine strategies were formulated to address the underrepresentation of African Americans in gifted education programs.
Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Educator Perceptions Regarding the Identification and Retention of African American Students in Gifted Education Programs written by and published by . This book was released on 2009 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Educator perceptions regarding the identification and retention of African American students in gifted education programs.
Download or read book Understanding the Intersections of Race Gender and Gifted Education written by Nicole M. Joseph and published by IAP. This book was released on 2020-06-01 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book seeks to understand the complexities of talented and high-performing Black girls and women in STEM across the P-20 trajectory. Analogously, this volume aims to understand the intersections between giftedness, its identification, and racial, gender, and academic discipline identities. The dearth of literature on this subject suggests that Black girls and women have unique experiences in gifted programming, in large part because of factors associated with gifted programs in general. Key factors affecting Black students, and Black girls in particular, are identification and underrepresentation. These factors can be shaped by interlocking systems of racism, classism, gender bias, and other forms of oppression. Teachers in the P-12 educational system are the first identifiers for gifted programming and look for student characteristics, such as natural leadership, inquisitiveness, and students’ desire to be in gifted programs. Because many Black girls are stereotyped and teachers rarely have deep understanding of cultural differences, Black girls are less likely to be identified for gifted programming. More specifically, Black girls’ lack of representation in gifted mathematics or STEM programs contradicts research that finds that girls reach several developmental advantages ahead of boys. For example, research has shown that girls talk and read earlier, receive higher grades in elementary school, and drop-out less often than boys. Other studies have also shown that Black girls have higher mathematics career aspirations than their White and Latina female peers; yet, they are rarely represented in gifted math and Advanced Placement (AP) math programs. Furthermore, the underrepresentation of urban, low-income African-American students in gifted education is related to low test scores, student and family choice, a lack of teacher referral, and a mismatch between home and school cultures. Some high-performing Black girls and women are participating in programs that nurture and support their racial and gender identities and contribute to them developing into strong and efficacious girls and women who have agency in their lives. This anthology includes studies that illustrate the complexities of intersectionality in various STEM programs, while also demonstrating that increasing access to STEM for Black girls and women is doable.
Download or read book Ethnic Matching written by Donald Easton-Brooks and published by Rowman & Littlefield. This book was released on 2019-03-13 with total page 155 pages. Available in PDF, EPUB and Kindle. Book excerpt: Ethnic Matching: Academic Success of Students of Color is an in-depth exploration on the impact of ethnic matching in education, the paring of students of color with teachers of the same race. Research shows that this method has a positive and long-term impact on the academic experience of students of color. This book explores what makes this phenomenon relevant in today’s classrooms. Through interviewing quality teachers of color, this book sheds a light on the impact these teachers make on the academic experience of students of color. This approach is meant to provide all teachers valuable insight into techniques for engaging with diverse learners. Also, from these conversations, the book shows how the intentionality of culturally responsive practice can enhance the academic experience of students of color. Topics such as the challenges of recruiting and retaining quality teachers of color, as well as the valuable work being done on the local, state, and national level to promote diversifying the field of education as a way to provide equitable education for all students is also explored in this book.
Download or read book Unlocking Potential written by Tamra Stambaugh and published by Routledge. This book was released on 2021-09-03 with total page 269 pages. Available in PDF, EPUB and Kindle. Book excerpt: Winner of NAGC's 2021 Book of the Year Award This edited book, written by authors with extensive experience in working with gifted students from low-income households, focuses on ways to translate the latest research and theory into evidence-supported practices that impact how schools identify and serve these students. Readers will: Learn about evidence-supported identification systems, tools, and strategies for finding students from low-income households. Discover curriculum models, resources, and instructional strategies found effective from projects focused on supporting these students. Understand the important role that intra- and interpersonal skills, ethnicity/race, families, school systems, and communities play. Consider the perceptions of gifted students who grew up in low-income households. Learn how educators can use their experiences to strengthen current services. Unlocking Potential is the go-to resource for an up-to-date overview of best practices in identification, curriculum, instruction, community support, and program design for gifted learners from low-income households.
Download or read book Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education written by Jessica Lynne LaFollette and published by . This book was released on 2019 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: This narrative inquiry provides a contextualized understanding of teacher experiences complementing the extensive quantitative literature available regarding the underrepresentation of diverse students in gifted education programs. This research explores the experiential stories of gifted education professionals who work in urban classrooms with culturally diverse students in two neighboring Midwestern states. The complex experiences of urban gifted education professionals are examined in order to discover the "secret stories" of these classrooms, and to understand how social justice and equity factors may be accounted for in statewide policy or in the enacted curriculum for gifted learners. Informed by theories of curriculum as experience, culturally responsive pedagogy, and the process of storying in education, this research uncovers the lived experiences of teachers in the unique contexts of diverse and urban gifted education. It examines the impact of statewide gifted education policy at the classroom level, describing innovative identification and curriculum strategies that promote the academic and emotional well-being of gifted students from traditionally underrepresented backgrounds. Four teachers in two neighboring states relate their experiences by acting as “co-researchers” and their stories are analyzed according to the process of narrative inquiry. Cover stories from multiple in-depth interviews and secret classroom stories from observations revealed four major narrative themes including (a) “Identifying Culturally Diverse Students;” (b) “Relationships and Motivating Students;” (c) “Negotiating Space and Time – Shifting Classroom Landscapes;” and (d) “Creative and Challenging Curriculum.” The stories and strategies described in this dissertation offer perspective for educators seeking to understand how to develop curriculum for culturally diverse gifted students. These narratives describe specific and practical ways that skilled gifted professionals have been able to make a difference for students who are often viewed from a deficit perspective, offering counter-narratives that celebrate and build upon strengths.
Download or read book Encyclopedia of Special Education Volume 3 written by Cecil R. Reynolds and published by John Wiley & Sons. This book was released on 2018-03-02 with total page 1116 pages. Available in PDF, EPUB and Kindle. Book excerpt: The only comprehensive reference devoted to special education The highly acclaimed Encyclopedia of Special Education addresses issues of importance ranging from theory to practice and is a critical reference for researchers as well as those working in the special education field. This completely updated and comprehensive A-Z reference includes about 200 new entries, with increased attention given to those topics that have grown in importance since the publication of the third edition, such as technology, service delivery policies, international issues, neuropsychology, and RTI. The latest editions of assessment instruments frequently administered in special education settings are discussed. Only encyclopedia or comprehensive reference devoted to special education Edited and written by leading researchers and scholars in the field New edition includes over 200 more entries than previous edition, with increased attention given to those topics that have grown in importance since the publication of the third edition—such as technology, service delivery policies, international issues, neuropsychology, and Response to Intervention, Positive Behavioral Interventions and Supports (PBIS), Autism and Applied Behavior Analysis Entries will be updated to cover the latest editions of the assessment instruments frequently administered in special education settings Includes an international list of authors and descriptions of special education in 35 countries Includes technology and legal updates to reflect a rapidly changing environment Comprehensive and thoroughly up to date, this is the essential, A-Z compilation of authoritative information on the education of those with special needs.
Download or read book Identifying African American Students for Gifted Servce written by and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the study, elementary school teachers were surveyed and interviewed to examine factors influencing the number of African American students recommended for gifted services in elementary school. In addition, the study investigated teachers’ perceptions regarding local gifted identification practices, especially those involving the identification of African American students. Study results can be used to increase the occurrence of African American students recommended for gifted services, which will lead to an increase in African American students participating in gifted education."
Download or read book Fundamentals of Gifted Education written by Carolyn M. Callahan and published by Routledge. This book was released on 2012-08-21 with total page 495 pages. Available in PDF, EPUB and Kindle. Book excerpt: The field of gifted education is characterized by a confusing array of perspectives concerning such fundamental issues as definition, philosophy, curriculum, social and emotional development, and underserved populations. The mission of this book is to provide a coherent framework that instructors and service providers can use in planning effective programs, providing appropriate counseling services, and evaluating programs for the gifted. Most sections are organized around fundamental issues confronting the field and follow a common structure: an introductory chapter that provides historical and theoretical background and organizing questions followed by several point-of-view chapters written by experts that provide varied perspectives on the topic at hand. Distinguishing Features Comprehensive Coverage – The book’s forty-five manageable-length chapters cover the full range of topics that must be considered in planning programs and services for gifted students both within and outside of school. Coherent Structure – Section introductions provide background information and organizing questions to guide chapter authors who provide varying views of the issue at hand. The emphasis is not on the "right way" or the "wrong way" (except when clearly documented bad practice is discussed), but on how best practice stems from well-informed and logical decision-making. Decision Making Focus – The book’s introductory chapter addresses the need for a clearly developed and consistently applied set of values to guide decision making. Likewise, each section introduction includes a decision making framework regarding some aspect of educating, counseling, or parenting gifted students. This book is appropriate for introductory level courses in gifted education or courses in program development and planning. It is also suitable for school personnel responsible for making program planning decisions in the area of gifted education and for academic libraries with holdings in this area.
