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Exploring the Influence of an Early ...

Perrella, Corrine Jacks.

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Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students./
Author:	Perrella, Corrine Jacks.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
Description:	140 p.
Notes:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
Subject:	Gifted education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264257
ISBN:	9781369716399

Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students.
Perrella, Corrine Jacks.

Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students. - Ann Arbor : ProQuest Dissertations & Theses, 2017 - 140 p.

Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.

Thesis (Ed.D.)--Northeastern University, 2017.

This critical race case study sought to examine the influence of an early talent development program on teacher perceptions of giftedness among culturally and linguistically diverse students in Anne Arundel County Public Schools, MD. The central research question investigated was how the Maryland State Department of Education Primary Talent Program (2009) influenced teacher perceptions of giftedness in culturally and linguistically diverse students. Data was analyzed using categorical aggregation to establish themes and patterns among the participants' responses. Findings revealed the challenges participants experienced with assimilating the program goals of the early talent development program and identifying the characteristics of giftedness among culturally and linguistically diverse students. The findings lead to four conclusions: teacher expectations of students were transformed as a result of observing for student potential; teachers perceived talent as latent versus developing; ongoing and differentiated professional development was vital for teacher assimilation of the Maryland State Department of Education Primary Talent Program (2009) goals; and implicit bias was found to be a contributing factor to deficit thinking which lowered teacher expectations of culturally and linguistically diverse students.

ISBN: 9781369716399Subjects--Topical Terms:

3172499
Gifted education.

Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students.
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520 $a This critical race case study sought to examine the influence of an early talent development program on teacher perceptions of giftedness among culturally and linguistically diverse students in Anne Arundel County Public Schools, MD. The central research question investigated was how the Maryland State Department of Education Primary Talent Program (2009) influenced teacher perceptions of giftedness in culturally and linguistically diverse students. Data was analyzed using categorical aggregation to establish themes and patterns among the participants' responses. Findings revealed the challenges participants experienced with assimilating the program goals of the early talent development program and identifying the characteristics of giftedness among culturally and linguistically diverse students. The findings lead to four conclusions: teacher expectations of students were transformed as a result of observing for student potential; teachers perceived talent as latent versus developing; ongoing and differentiated professional development was vital for teacher assimilation of the Maryland State Department of Education Primary Talent Program (2009) goals; and implicit bias was found to be a contributing factor to deficit thinking which lowered teacher expectations of culturally and linguistically diverse students.
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