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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Perception, Agency, and Subversion :/
Reminder of title:	How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
Author:	Hurt, June Williams.
Description:	1 online resource (119 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Gifted children. -
Online resource:	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:

571453
Gifted children.
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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500 $a Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
500 $a Advisor: Ayscue, Jennifer;Wolfram, Walter;DeCuir-Gunby, Jessica T.;Davis, Dennis S.
502 $a Thesis (Ph.D.)--North Carolina State University, 2023.
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Gifted children. $3 571453
650 4 $a Nominations. $3 1468435
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650 4 $a Curricula. $3 1465610
650 4 $a Attention deficit hyperactivity disorder. $3 1469082
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710 2 $a North Carolina State University. $3 845424
773 0 $t Dissertations Abstracts International $g 84-12A.
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