國立虎尾科技大學 |

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student./
Author:	McClellan Barba, Loyda Mercedes.
Description:	1 online resource (204 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
Contained By:	Dissertations Abstracts International85-02A.
Subject:	Educational leadership. -
Online resource:	click for full text (PQDT)
ISBN:	9798380077583

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.
McClellan Barba, Loyda Mercedes.

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student. - 1 online resource (204 pages)

Source: Dissertations Abstracts International, Volume: 85-02, Section: A.

Thesis (D.E.)--Charleston Southern University, 2023.

Includes bibliographical references

The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential biases can have on the chances that CLD students may have for being referred to a gifted program.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380077583Subjects--Topical Terms:

585508
Educational leadership.
Subjects--Index Terms:

Talented educationIndex Terms--Genre/Form:

554714
Electronic books.

Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.
LDR:03547ntm a22004217 4500 001 1144161
005 20240603070944.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380077583
035 $a (MiAaPQ)AAI30632438
035 $a AAI30632438
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a McClellan Barba, Loyda Mercedes. $3 1469093
245 1 0 $a Demystifying the Perceptions of Giftedness in Culturally and Linguistically Diverse Student.
264 0 $c 2023
300 $a 1 online resource (204 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-02, Section: A.
500 $a Advisor: Fernandez, Julie.
502 $a Thesis (D.E.)--Charleston Southern University, 2023.
504 $a Includes bibliographical references
520 $a The purpose of this phenomenological study was to explore and investigate teachers' perceptions of giftedness in culturally and linguistically diverse students (CLD) as a factor that causes the lack of access for these students to gifted pedagogy. The theory guiding this study was Culturally Responsive Teaching. The central research question was "Does English language proficiency in culturally and linguistically diverse students influence teachers' perceptions of potential referrals to gifted and talented programming?" The sub-questions of the study were, "What are the perceptions of teachers about the characteristics that culturally and linguistically diverse students need to exhibit to be identified as gifted and talented?" and "How do teachers' perceptions of giftedness influence their decision to refer culturally and linguistically diverse students to gifted and talented programming?" To respond to these questions and to identify patterns in the teachers' perspectives, beliefs, and attitudes, the researcher conducted a qualitative study including open-ended questions from a survey and a semi-structured interview. The participants were ten elementary school teachers from the same public school district in South Carolina. The results of the study revealed that teachers' decisions to refer CLD students to gifted and talented programming are influenced by teachers' stereotypical assumptions associated with the background and language proficiency of CLD students. These assumptions and the lack of teachers' intercultural competence intertwine in a systematic restriction of access for CLD students to gifted programming. In addition, the researcher identified a need for teachers to be exposed to relevant training on the characteristics of gifted CLD students, and a need for effective communication and collaboration among home, school, and district personnel. This research study attempted to serve as a catalyst for change and reflection about the effects that potential biases can have on the chances that CLD students may have for being referred to a gifted program.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Educational leadership. $3 585508
650 4 $a Education. $3 555912
650 4 $a Linguistics. $3 557829
650 4 $a Gifted education. $3 1179909
650 4 $a Teacher education. $3 1148451
653 $a Talented education
653 $a Gifted programming
653 $a Giftedness
653 $a Intercultural competence
653 $a Underrepresentation
655 7 $a Electronic books. $2 local $3 554714
690 $a 0449
690 $a 0515
690 $a 0445
690 $a 0530
690 $a 0290
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Charleston Southern University. $b College of Education. $3 1469094
773 0 $t Dissertations Abstracts International $g 85-02A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30632438 $z click for full text (PQDT)