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

Exploring the Influence of an Early ...

Perrella, Corrine Jacks.

FindBook

Google Book

Amazon

博客來

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

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students./
作者:	Perrella, Corrine Jacks.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2017,
面頁冊數:	140 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
Contained By:	Dissertation Abstracts International78-09A(E).
標題:	Gifted education. -
電子資源:	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.
LDR:02319nmm a2200289 4500 001 2124862
005 20171027132946.5
008 180830s2017 ||||||||||||||||| ||eng d
020 $a 9781369716399
035 $a (MiAaPQ)AAI10264257
035 $a AAI10264257
040 $a MiAaPQ $c MiAaPQ
100 1 $a Perrella, Corrine Jacks. $3 3286885
245 1 0 $a Exploring the Influence of an Early Talent Development Program on Teacher Perceptions of Giftedness in Culturally and Linguistically Diverse Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2017
300 $a 140 p.
500 $a Source: Dissertation Abstracts International, Volume: 78-09(E), Section: A.
500 $a Adviser: Kristal M. Clemons.
502 $a Thesis (Ed.D.)--Northeastern University, 2017.
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.
590 $a School code: 0160.
650 4 $a Gifted education. $3 3172499
650 4 $a Education. $3 516579
690 $a 0445
690 $a 0515
710 2 $a Northeastern University. $b School of Education. $3 2097885
773 0 $t Dissertation Abstracts International $g 78-09A(E).
790 $a 0160
791 $a Ed.D.
792 $a 2017
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10264257