東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Lived Experience of Elementary T...

Butler, Amber N.

Linked to FindBook

Google Book

Amazon

博客來

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program./
Author:	Butler, Amber N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	395 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Gifted Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13425543
ISBN:	9780438812482

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.
Butler, Amber N.

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 395 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

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

The purpose of this qualitative descriptive phenomenological study was to explore how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program in the Southern United States. The participants consisted of 15 K-5 elementary teachers in a school district in the Southern United States. It was not known how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program. This study was guided by two conceptual frameworks: critical race theory and deficit thinking theory. The following research questions guided this study: (a) how do elementary teachers describe their lived experience of nominating an ethnic minority student for a gifted program; and (b) what aspects of the lived experience of the gifted nomination of an ethnic minority student did the elementary teachers describe as being valuable? The nine constituents of the phenomenon that emerged from the lived experience included: (1) Expeditious Learning Ability, (2) Probing Curiosity, (3) Outstanding Academic Performance, (4) Precocious Language, (5) Self-Motivated, (6) Mental Dexterity, (7) Cultural Competence, (8) Salient Desire to Help Ethnic Minority Students and (9) the Executing the Gifted Nomination. This study provided vital implications that may assist school districts in promoting and utilizing best practices for nominating ethnic minority gifted students.

ISBN: 9780438812482Subjects--Topical Terms:

3432650
Gifted Education.

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.
LDR:02606nmm a2200337 4500 001 2264886
005 20200515113427.5
008 220629s2018 ||||||||||||||||| ||eng d
020 $a 9780438812482
035 $a (MiAaPQ)AAI13425543
035 $a (MiAaPQ)gcu:10965
035 $a AAI13425543
040 $a MiAaPQ $c MiAaPQ
100 1 $a Butler, Amber N. $3 3542023
245 1 4 $a The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2018
300 $a 395 p.
500 $a Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
500 $a Publisher info.: Dissertation/Thesis.
500 $a Advisor: Ghormley, Yvette.
502 $a Thesis (Ed.D.)--Grand Canyon University, 2018.
506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative descriptive phenomenological study was to explore how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program in the Southern United States. The participants consisted of 15 K-5 elementary teachers in a school district in the Southern United States. It was not known how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program. This study was guided by two conceptual frameworks: critical race theory and deficit thinking theory. The following research questions guided this study: (a) how do elementary teachers describe their lived experience of nominating an ethnic minority student for a gifted program; and (b) what aspects of the lived experience of the gifted nomination of an ethnic minority student did the elementary teachers describe as being valuable? The nine constituents of the phenomenon that emerged from the lived experience included: (1) Expeditious Learning Ability, (2) Probing Curiosity, (3) Outstanding Academic Performance, (4) Precocious Language, (5) Self-Motivated, (6) Mental Dexterity, (7) Cultural Competence, (8) Salient Desire to Help Ethnic Minority Students and (9) the Executing the Gifted Nomination. This study provided vital implications that may assist school districts in promoting and utilizing best practices for nominating ethnic minority gifted students.
590 $a School code: 1582.
650 4 $a Gifted Education. $3 3432650
650 4 $a Multicultural Education. $3 2122919
650 4 $a Elementary education. $3 641385
690 $a 0445
690 $a 0455
690 $a 0524
710 2 $a Grand Canyon University. $b Doctoral Studies. $3 2102896
773 0 $t Dissertations Abstracts International $g 80-08A.
790 $a 1582
791 $a Ed.D.
792 $a 2018
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13425543