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

The perceptions of African American ...

Nisly, Jenelle Susan.

FindBook

Google Book

Amazon

博客來

The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education./
作者:	Nisly, Jenelle Susan.
面頁冊數:	179 p.
附註:	Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.
Contained By:	Dissertation Abstracts International71-08A.
標題:	African American Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412129
ISBN:	9781124095776

The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education.
Nisly, Jenelle Susan.

The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education. - 179 p.

Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.

Thesis (Ed.D.)--Walden University, 2010.

African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted program or participating and then dropping out. Data were collected through individual interviews. Interpretative phenomenological analysis revealed that participants expected talented and gifted programs to be challenging, boring, or fun. Attitudes about learning in gifted programs included a preference for hands-on activities, the study of other cultures, accelerated work, and a desire for a daily class rather than a pullout program. Male and female African Americans experienced participation in gifted programs differently. Males perceived that they are normal and like everybody else, but females perceived the need to resist conforming to negative African American stereotypes. Recommendations that could improve retention rates for African Americans in gifted programs include revising policies regarding gifted program delivery and providing teacher training with an emphasis on African American cultural sensitivity. The contribution of this study to the body of research literature has implications for positive social change because developing the talents and gifts of African Americans through gifted programs could result in higher college graduation rates and greater employment opportunities.

ISBN: 9781124095776Subjects--Topical Terms:

1669123
African American Studies.

The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education.
LDR:02915nam 2200325 4500 001 1404701
005 20111130125238.5
008 130515s2010 ||||||||||||||||| ||eng d
020 $a 9781124095776
035 $a (UMI)AAI3412129
035 $a AAI3412129
040 $a UMI $c UMI
100 1 $a Nisly, Jenelle Susan. $3 1684044
245 1 4 $a The perceptions of African American middle school students about participation in gifted programs: A qualitative study to promote social justice in gifted education.
300 $a 179 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-08, Section: A, page: 2764.
500 $a Adviser: Michael Sanders.
502 $a Thesis (Ed.D.)--Walden University, 2010.
520 $a African American students have been historically underrepresented in gifted programs throughout the United States. Research about retaining identified African American students in gifted programs is limited. This qualitative phenomenological study examined the perceptions of a purposeful sample of seven identified talented and potentially talented African American middle school students about participation in gifted programs. The purpose of the study was to understand the meaning of participants' expectations, attitudes, and experiences with regard to participating and remaining in a gifted program or participating and then dropping out. Data were collected through individual interviews. Interpretative phenomenological analysis revealed that participants expected talented and gifted programs to be challenging, boring, or fun. Attitudes about learning in gifted programs included a preference for hands-on activities, the study of other cultures, accelerated work, and a desire for a daily class rather than a pullout program. Male and female African Americans experienced participation in gifted programs differently. Males perceived that they are normal and like everybody else, but females perceived the need to resist conforming to negative African American stereotypes. Recommendations that could improve retention rates for African Americans in gifted programs include revising policies regarding gifted program delivery and providing teacher training with an emphasis on African American cultural sensitivity. The contribution of this study to the body of research literature has implications for positive social change because developing the talents and gifts of African Americans through gifted programs could result in higher college graduation rates and greater employment opportunities.
590 $a School code: 0543.
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, Special. $3 606639
690 $a 0296
690 $a 0325
690 $a 0445
690 $a 0529
710 2 $a Walden University. $b Education. $3 1022723
773 0 $t Dissertation Abstracts International $g 71-08A.
790 1 0 $a Sanders, Michael, $e advisor
790 1 0 $a Kim, Edward $e committee member
790 1 0 $a Hunt, Karen $e committee member
790 $a 0543
791 $a Ed.D.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3412129