東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Proprietary threat and the participa...

Loftis, Kenyatha Vauthier.

FindBook

Google Book

Amazon

博客來

Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution./
作者:	Loftis, Kenyatha Vauthier.
面頁冊數:	142 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1781.
Contained By:	Dissertation Abstracts International71-05A.
標題:	African American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3406379
ISBN:	9781109732603

Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution.
Loftis, Kenyatha Vauthier.

Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution. - 142 p.

Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1781.

Thesis (Ph.D.)--University of Michigan, 2010.

What explains the persistent disparate enrollment of black students in gifted and talented education programs? The bulk of the literature attributes these enrollment patterns to teacher bias against black students, a lack of knowledge about how giftedness manifests itself in black youth, and the apathy of black parents in the identification process. I argue that disparate enrollment persists because of a participation paradox in education. Politicians and policymakers encourage black parents to become involved in the identification process. However, educators are resistant when members of the black community advocate for access to GATE in the same ways that white parents do so because these forms of participation threaten educators' status as identification experts. More specifically, I argue that the distribution of GATE enrollments is a function of how state and federal governments structure the relationship between education advocates (parents and community members) and educators (teachers and administrators). I find that educational outcomes are less a function of teacher bias and parent motivation than they are a function of strategic professional responses to political pressure.

ISBN: 9781109732603Subjects--Topical Terms:

1669123
African American Studies.

Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution.
LDR:03291nam 2200361 4500 001 1399117
005 20110922101024.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781109732603
035 $a (UMI)AAI3406379
035 $a AAI3406379
040 $a UMI $c UMI
100 1 $a Loftis, Kenyatha Vauthier. $3 1678055
245 1 0 $a Proprietary threat and the participation paradox in gifted and talented education: A multi-level mixed methods theory of resource distribution.
300 $a 142 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-05, Section: A, page: 1781.
500 $a Advisers: Ann C. Lin; Arthur Lupia.
502 $a Thesis (Ph.D.)--University of Michigan, 2010.
520 $a What explains the persistent disparate enrollment of black students in gifted and talented education programs? The bulk of the literature attributes these enrollment patterns to teacher bias against black students, a lack of knowledge about how giftedness manifests itself in black youth, and the apathy of black parents in the identification process. I argue that disparate enrollment persists because of a participation paradox in education. Politicians and policymakers encourage black parents to become involved in the identification process. However, educators are resistant when members of the black community advocate for access to GATE in the same ways that white parents do so because these forms of participation threaten educators' status as identification experts. More specifically, I argue that the distribution of GATE enrollments is a function of how state and federal governments structure the relationship between education advocates (parents and community members) and educators (teachers and administrators). I find that educational outcomes are less a function of teacher bias and parent motivation than they are a function of strategic professional responses to political pressure.
520 $a I develop the theory of proprietary threat which addresses the question of how democratic responsiveness is achieved in the areas of government where bureaucratic agents are poised to provide the most immediate response to the public. The theory of proprietary threat elaborates on the policy implementer's decision-making process when facing competing claims for public goods within environments with various power-sharing arrangements between national, state, and local governments. The theory posits that policy implementers who want to maintain their status as the primary experts in their fields will be preemptive in policy implementation when members of the public are likely to engage in activities that copy and compete with their services. I employ a multiple-level mixed methods research strategy. The analysis includes an in-depth case study state legislations and statistical analyses of the Project on Human Development in Chicago Neighborhoods Survey.
590 $a School code: 0127.
650 4 $a African American Studies. $3 1669123
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Gifted. $3 1673432
650 4 $a Education, Policy. $3 1669130
650 4 $a Education, Administration. $3 626645
650 4 $a Political Science, General. $3 1017391
650 4 $a Sociology, Public and Social Welfare. $3 1017909
690 $a 0296
690 $a 0325
690 $a 0445
690 $a 0458
690 $a 0514
690 $a 0615
690 $a 0630
710 2 $a University of Michigan. $3 777416
773 0 $t Dissertation Abstracts International $g 71-05A.
790 1 0 $a Lin, Ann C., $e advisor
790 1 0 $a Lupia, Arthur, $e advisor
790 $a 0127
791 $a Ph.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3406379