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Perception, Agency, and Subversion : = How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Perception, Agency, and Subversion :/
其他題名:	How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
作者:	Hurt, June Williams.
面頁冊數:	1 online resource (119 pages)
附註:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
標題:	Education. -
電子資源:	click for full text (PQDT)
ISBN:	9798379650575

Perception, Agency, and Subversion : = How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
Hurt, June Williams.

Perception, Agency, and Subversion :How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs. - 1 online resource (119 pages)

Source: Dissertations Abstracts International, Volume: 84-12, Section: A.

Thesis (Ph.D.)--North Carolina State University, 2023.

Includes bibliographical references

The purpose of the study was to investigate the perceptions of gifted education teachers regarding the diversity of gifted education, their sense of professional agency to affect the diversity of the programs in which they teach, and the types of actions the gifted education teachers take to affect the diversity of their instructional audiences. I conducted two-phase semi-structured interviews of twenty-one gifted education teachers in North Carolina elementary schools. First and second interviews took place remotely via Zoom. I found that the gifted education teachers are aware that there are groups that are under-identified for inclusion in their gifted programs, but they feel little power to rectify the situation. Still, the gifted education teachers found many different ways to deliver gifted-level instruction to students who are not identified as such by their schools. This study begins to bridge the gap between what experts tell teachers they should do to ameliorate the under-identification problem, and what the teachers do already. This could inform school districts about ways to reach a more diverse student population with their gifted program instruction.

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

Mode of access: World Wide Web

ISBN: 9798379650575Subjects--Topical Terms:

555912
Education.
Index Terms--Genre/Form:

554714
Electronic books.

Perception, Agency, and Subversion : = How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
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504 $a Includes bibliographical references
520 $a The purpose of the study was to investigate the perceptions of gifted education teachers regarding the diversity of gifted education, their sense of professional agency to affect the diversity of the programs in which they teach, and the types of actions the gifted education teachers take to affect the diversity of their instructional audiences. I conducted two-phase semi-structured interviews of twenty-one gifted education teachers in North Carolina elementary schools. First and second interviews took place remotely via Zoom. I found that the gifted education teachers are aware that there are groups that are under-identified for inclusion in their gifted programs, but they feel little power to rectify the situation. Still, the gifted education teachers found many different ways to deliver gifted-level instruction to students who are not identified as such by their schools. This study begins to bridge the gap between what experts tell teachers they should do to ameliorate the under-identification problem, and what the teachers do already. This could inform school districts about ways to reach a more diverse student population with their gifted program instruction.
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538 $a Mode of access: World Wide Web
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