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

A Qualitative Case Study of Recruitm...

Manning, Courtney Dominique.

FindBook

Google Book

Amazon

博客來

A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children./
作者:	Manning, Courtney Dominique.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
面頁冊數:	108 p.
附註:	Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
Contained By:	Dissertations Abstracts International79-10A.
標題:	African American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746141
ISBN:	9780355676549

A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children.
Manning, Courtney Dominique.

A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 108 p.

Source: Dissertations Abstracts International, Volume: 79-10, Section: A.

Thesis (Ed.D.)--Northcentral University, 2018.

This item must not be sold to any third party vendors.

There is a persistent gap in the representation of African American students in gifted programs in U.S. PK12 public schools. The students who are invited to gifted programs are overwhelmingly White. African American gifted students are under identified by their teachers in public schools in PK12 in the United States. Unawareness of cultural differences among teachers might contribute to this underrepresentation of African American students in gifted programs. The purpose of this qualitative single case study was to explore educational strategies that teachers use to promote the identification of African American gifted students enrolled in a Georgia public school district. The theory that serves as the conceptual framework for this study is the sociocultural theory and zone of proximal development model. The study participants were eleven middle school teachers in an urban school district in Georgia. Data collection included using semi-structured interview questions, and data analysis involved descriptive interpretive data analysis using NVIVO software. The three major themes were (a) Consistent educator preparation and training programs needed to identify gifted African American middle school students, (b) Effective educator implementation of instructional strategies to identify gifted African American middle school students, and (c) Barriers to the identification of gifted African American middle school students. The three recommendations for practice included (a) provide consistent and effective educator professional development on gifted education, (b) implement strategies of differentiated instruction as acquired through professional development in their classrooms, and (c) provide consistent ongoing support to classroom teachers with instructional time in order for teachers to identify gifted African American students. Recommendations for future research were to conduct (a) a qualitative phenomenological study of general education teachers to explore gifted referrals for African American students to further explore theme 1 and (b) a qualitative action research study of the impact increased instructional time has on student achievement to further explore theme 3.

ISBN: 9780355676549Subjects--Topical Terms:

1669123
African American Studies.

A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children.
LDR:03340nmm a2200349 4500 001 2264778
005 20200515113409.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780355676549
035 $a (MiAaPQ)AAI10746141
035 $a (MiAaPQ)northcentral:12717
035 $a AAI10746141
040 $a MiAaPQ $c MiAaPQ
100 1 $a Manning, Courtney Dominique. $3 3541909
245 1 0 $a A Qualitative Case Study of Recruitment and Retention of PK12 African American Gifted Children.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 108 p.
500 $a Source: Dissertations Abstracts International, Volume: 79-10, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Throne, Robin.
502 $a Thesis (Ed.D.)--Northcentral University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a There is a persistent gap in the representation of African American students in gifted programs in U.S. PK12 public schools. The students who are invited to gifted programs are overwhelmingly White. African American gifted students are under identified by their teachers in public schools in PK12 in the United States. Unawareness of cultural differences among teachers might contribute to this underrepresentation of African American students in gifted programs. The purpose of this qualitative single case study was to explore educational strategies that teachers use to promote the identification of African American gifted students enrolled in a Georgia public school district. The theory that serves as the conceptual framework for this study is the sociocultural theory and zone of proximal development model. The study participants were eleven middle school teachers in an urban school district in Georgia. Data collection included using semi-structured interview questions, and data analysis involved descriptive interpretive data analysis using NVIVO software. The three major themes were (a) Consistent educator preparation and training programs needed to identify gifted African American middle school students, (b) Effective educator implementation of instructional strategies to identify gifted African American middle school students, and (c) Barriers to the identification of gifted African American middle school students. The three recommendations for practice included (a) provide consistent and effective educator professional development on gifted education, (b) implement strategies of differentiated instruction as acquired through professional development in their classrooms, and (c) provide consistent ongoing support to classroom teachers with instructional time in order for teachers to identify gifted African American students. Recommendations for future research were to conduct (a) a qualitative phenomenological study of general education teachers to explore gifted referrals for African American students to further explore theme 1 and (b) a qualitative action research study of the impact increased instructional time has on student achievement to further explore theme 3.
590 $a School code: 1443.
650 4 $a African American Studies. $3 1669123
650 4 $a Black studies. $3 2122689
650 4 $a Gifted Education. $3 3432650
650 4 $a Special education. $3 516693
690 $a 0296
690 $a 0325
690 $a 0445
690 $a 0529
710 2 $a Northcentral University. $b Education. $3 2049771
773 0 $t Dissertations Abstracts International $g 79-10A.
790 $a 1443
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10746141