Download or read book Teacher Attitudes and Perceptions Influencing the Recognition of Giftedness in Underrepresented Elementary Suburban Populations written by Anne Kinderwater Carroll and published by . This book was released on 2020 with total page 104 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Jacob Javits Gifted and Talented Education Act was passed in 1988 with the intention to diversify the gifted populations supported by public schools. Still, over three decades later, African American and Latinx students remain underrepresented in gifted programming compared to their Caucasian peers (duWet & Gubbins, 2009; Elhoweris, 2008; Kaya, 2015). Literature points to bias related to the identification process which often involves input from teachers (Ford & Webb, 1994, Moon & Brighton, 2008; Szymanski & Shaff, 2013). The purpose of this quantitative study was to explore elementary teachers' attitudes towards ability, and perceptions of gifted attributes. Using the theoretical framework of Critical Race Theory, gifted characteristics were examined as conventional and non-conventional attributes. Three suburban school districts participated in the study. This context is notable considering the increased enrollment of African American and Latinx students in each of these school districts over the past fifteen years. Despite the shift in demographics of the general student population in these districts, little change has been evident in the diversity of those served by gifted services. The findings of this survey research indicate teacher perception of gifted attributes may be a contributing factor to the underrepresentation of African American and Latinx students in gifted education in suburban schools.
Download or read book Teacher Perceptions of Giftedness and Teacher Attitudes Toward Gifted Education in Inclusive Settings and Their Relation to the Identification of Gifted Learners written by Michael Gilfoyle and published by . This book was released on 1998 with total page 14 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Elementary Teachers Perceptions of Giftedness written by Susan D. Bishofberger and published by . This book was released on 2012 with total page 164 pages. Available in PDF, EPUB and Kindle. Book excerpt: Two hundred and eighty-one teachers participated in an online survey which investigated the relationship between teacher background and the use of student characteristics as indicators of giftedness. Teachers' global perceptions of giftedness as they related to background characteristics were also examined. Nine teacher characteristics were examined and included: educational background, years of teaching experience, gifted education preparation, SES of origin, perceived similarities to students, diversity in classrooms, school locale, Title 1 school status, and percentage of students eligible for the free or reduced-price lunch program. A factor analysis was conducted and a four factor solution was derived. The resulting dimensions were: Textbook Indicators, Nonconforming, Teacher Pleasing, and Incongruent characteristics. The mean ratings suggested that teachers were more likely to use Textbook Indicators and Teacher Pleasing characteristics as indicators of giftedness. Gifted education preparation was found to positively correlate to the Nonconforming dimension. Teachers with gifted education training were more likely to use nonconforming characteristics as indicators of giftedness. Years of experience was positively correlated with Nonconforming and Teacher Pleasing dimensions. That is, with more years of experience, teachers were more likely to use Nonconforming and Teacher Pleasing characteristics as indicators of giftedness. Diversity was negatively correlated with the Textbook Indicators. Teachers with more diverse classrooms were less likely to choose Textbook Indicators. The percentage of students qualifying for free or reduced-price lunch was positively correlated with "Giftedness manifests itself differently in different socioeconomic groups." "Boys are more likely to show their giftedness through activities that tap spatial ability" was positively correlated with the Nonconforming dimension, and to a lesser degree, the Teacher Pleasing dimension. "Girls are more likely to show their giftedness through activities that tap verbal ability" was positively correlated with the Teacher Pleasing dimension. Teachers are encouraged to recognize a wider spectrum of behaviors and characteristics in order to make more inclusive referrals. Teachers should be aware of how culture can influence manifestations of giftedness. Recommendations include professional development that features gifted education training and multicultural education as related to identification of the gifted.
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 Elementary Gifted Teachers Perceptions of Identification and Programming Methods written by Gretchen E. Schneider and published by . This book was released on 1998* with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Primary Teachers Attitudes Perceptions and Beliefs about Gifted Students written by Dawn R. Schulte and published by . This book was released on 2001 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Attitudes and Perceptions Towards Inclusion of Gifted Students written by Bertha Perez and published by . This book was released on 1997 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book High School Teachers Perceptions of Giftedness Gifted Education and Talent Development written by Joseph Russell and published by . This book was released on 2017 with total page 91 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the field of gifted education, there is little research on the perceptions of high school teachers of the gifted about giftedness, good gifted education practices, and the nature and needs of gifted learners. The purpose of this study was to form a deeper understanding of how those educators who guide gifted learners out of high school and into adulthood perceive giftedness and gifted education. This qualitative study, conducted in two phases, took place in a large suburban school district with three large high school systems and was focused on the responses of high school teachers to assess their attitudes, feelings, and opinions about the nature and needs of gifted learners using a grounded theory model of analysis. Data collected from the 11 participants in the first phase of the analysis was combined with that collected from the 13 participants in phase two and validated throughout with continual comparison through memoing. Participants reported a general lack of engagement with scholarly work in the gifted education field as well as a dependence on the school district for effective training in classroom practice. Evidence also suggested a view of giftedness among the participants as an inherent quality of some people who needed to be properly trained in the instructional environment. Implications from this study suggest further research, both qualitative and quantitative, needs to focus on clarifying the perception of giftedness among high school teachers as well as how the delivery of effective training to those teachers can be implemented.
Download or read book Primary Grade Teachers Conceptions of Giftedness and Talent written by Catherine M. Brighton and published by . This book was released on 2007 with total page 344 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite the ongoing, extensive focus on the more equitable representation of gifted students from diverse populations, poor and minority students remain underserved by gifted education proportional to their representation in the broader student population (Donovan & Cross, 2002; U.S. Department of Education, 1993). One possible factor contributing to the continued under-representation of poor and minority students in gifted programs is an inadequate understanding of the roots of the problem in the earliest years of schooling. Failure to identify and develop talent in very young children has been linked to subsequent negative outcomes in cognitive, academic, social, and affective development (Neihart, Reis, Robinson, & Moon, 2002). The National Research Center on the Gifted and Talented (NRC/GT) at the University of Virginia conducted a two-phase, mixed-methods study designed to explore the beliefs and practices of teachers at the primary school level (grades K-2). Of particular interest were (a) teachers' beliefs about the nature of giftedness in young students; (b) teachers' beliefs about how giftedness is manifested and distributed across cultural and socioeconomic groups of young students; and (c) teachers' classroom practices related to talent development in the primary grades. In this way, the study considered both teachers' attitudes and beliefs about giftedness and the translation of these beliefs into instructional practices related to perceived student potential. In addition, the study explored the pedagogical potential of equipping teachers with context-specific lessons that incorporate strategies most likely to uncover and develop talent in previously unrecognized gifted students. The first phase of the project involved a multidisciplinary review of the relevant literature to determine those attributes, principles, and recommendations for identifying talent in at-risk, disadvantaged, and culturally diverse young children. The general themes from these literatures informed the development of a survey designed to assess primary grade teachers' beliefs, attitudes, and practices in regard to young gifted (or potentially gifted) students from diverse backgrounds. The second phase of the study involved intensive classroom observations by trained participant observers in primary grade classrooms in six diverse elementary schools. The purpose of this phase of the project was to extensively describe and document the classroom context and to determine the degree of consistency between teachers' philosophies about giftedness and talent and their classroom practices aimed at nurturing and developing talent in all students, particularly those from under-represented groups. Findings from both phases of this study revealed consistent patterns in four interrelated areas: (a) factors internal to the teacher, (b) forces on the teacher outside the self, (c) teacher behaviors, and (d) observable student behaviors and verbal responses which operate in concert to shape the course of talent development for typically underserved children in primary grade classrooms. (Separate chapters have references and appendices. Contains 8 tables and 1 figure.).
Download or read book Elementary Teachers Perceptions of Effective Instructional Practices for Gifted Education written by Christine J. Cocozza and published by . This book was released on 2014 with total page 101 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative case study was to investigate elementary teachers' perceptions of instructional strategies that positively affect gifted students' learning in the classroom. Regular education and gifted education teachers from 3rd to 6th grade in two Pennsylvania school districts were asked to complete a survey (N=35) and an interview (N=10). Teachers responded to survey and interview questions specifically related to their districts' policies on, and their perceptions of, the effectiveness of acceleration, curriculum compacting, and enrichment on meeting the needs of gifted students. Participants expressed opinions on how their districts have used, and could in the future use, professional development to improve the instruction that gifted students receive in the heterogeneous and homogeneous classroom settings. This study found that, regular education teachers reported they would like more time to meet with their gifted education peers in order to more effectively meet the needs of the gifted students they serve. When asked about professional development, regular education teachers enumerated very limited training being provided by the district on topics that specifically relate to gifted education. The study goes on to show that overall, teachers of the gifted are more familiar than regular education teachers with district policy on acceleration, curriculum compacting, and enrichment. Teachers of the gifted also reported using acceleration and curriculum compacting more frequently in the classroom. Teachers of the gifted described being exposed to more professional development that related to educating gifted students than their regular education peers. This study established that the majority of gifted education and regular education teachers know their school's policy on enrichment, and use enrichment in the classroom to meet the needs of gifted students. Both gifted and regular education teachers expressed that they would appreciate more professional development that focuses specifically on gifted students and more time and training so they are better able to implement diverse instructional strategies to meet their gifted students' needs.
Download or read book Secure the Black Brown and Gifted written by Laurie Diane Hamilton and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to analyze the effect of school socioeconomic status, presence of gifted programs, and teacher's ethnicity on teachers' perception of their students' potential, giftedness identification, and administrative support in a suburban school system with a high representation of minorities and students who are culturally, linguistically, economically diverse. The participants in the current study consist of 293 teachers selected from a suburban school district located nearby a large metropolitan city in the northeastern part of the United States. The survey used in this study is a 47-item online instrument adapted from the Snapshot Survey of Gifted Programming Effectiveness Factors: Using the National Gifted Teacher Preparation Standards and NAGC Program Standards to Inform Practice. MANOVA analysis indicated that teachers' perceptions of giftedness were significantly different between schools of high poverty (Title 1), schools of low poverty (non-Title 1), schools with gifted programs, and teacher ethnicity.
Download or read book National Excellence written by Pat O'Connell Ross and published by . This book was released on 1993 with total page 48 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report on the educational needs of American gifted and talented students identifies indicators of an educational crisis, describes the current status of education for these students, and presents recommendations to meet the educational needs of these students. Indicators demonstrating the need for change include the relatively poor performance by American students on international tests and the small number of students performing at the highest levels on National Assessment of Educational Progress tests. Recent studies have shown that gifted and talented elementary school students have mastered 35-40% of the curriculum in five basic subjects before they begin the school year; most regular classroom teachers make few, if any, provisions for talented students; highest achieving students study less than an hour a day; and only 2 cents out of every $100 spent on K-12 education supports special opportunities for talented students. A review describes how gifted and talented students are currently identified, the number of students served, the kind of support available, the kind of education most gifted and talented students receive, and characteristics of effective programs for these students. Seven recommendations are offered: (1) set challenging curricular standards; (2) establish high-level learning opportunities; (3) ensure access to early childhood education; (4) increase learning opportunities for disadvantaged and minority children with outstanding talents; (5) broaden the definition of gifted (a broadened definition based on the federal Javits Gifted and Talented Education Act is offered); (6) encourage appropriate teacher training and technical assistance; and (7) match world performance. (Contains 43 references.) (DB)
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 Affirmative Development written by Edmund W. Gordon and published by Critical Issues in Contemporary American Education Series. This book was released on 2007 with total page 316 pages. Available in PDF, EPUB and Kindle. Book excerpt: Affirmative Development makes the case theoretically for deliberate intervention to develop academic ability for students not naturally disposed to develop such ability by the conditions under which they live. The book includes discussions of intellective competence and intellective character as products of the development of academic ability and reviews of the research evidence for the feasibility and morality of such action.
Download or read book Culturally Responsive School Leadership written by Muhammad Khalifa and published by Harvard Education Press. This book was released on 2020-07-27 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Culturally Responsive School Leadership focuses on how school leaders can effectively serve minoritized students—those who have been historically marginalized in school and society. The book demonstrates how leaders can engage students, parents, teachers, and communities in ways that positively impact learning by honoring indigenous heritages and local cultural practices. Muhammad Khalifa explores three basic premises. First, that a full-fledged and nuanced understanding of “cultural responsiveness” is essential to successful school leadership. Second, that cultural responsiveness will not flourish and succeed in schools without sustained efforts by school leaders to define and promote it. Finally, that culturally responsive school leadership comprises a number of crucial leadership behaviors, which include critical self-reflection; the development of culturally responsive teachers; the promotion of inclusive, anti-oppressive school environments; and engagement with students’ indigenous community contexts. Based on an ethnography of a school principal who exemplifies the practices and behaviors of culturally responsive school leadership, the book provides educators with pedagogy and strategies for immediate implementation.
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:
