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The Lived Experience of Elementary T...

Butler, Amber N.

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The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program./
Author:	Butler, Amber N.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	395 p.
Notes:	Source: Dissertations Abstracts International, Volume: 80-08, Section: A.
Contained By:	Dissertations Abstracts International80-08A.
Subject:	Gifted Education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13425543
ISBN:	9780438812482

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.
Butler, Amber N.

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 395 p.

Source: Dissertations Abstracts International, Volume: 80-08, Section: A.

Thesis (Ed.D.)--Grand Canyon University, 2018.

This item must not be sold to any third party vendors.

The purpose of this qualitative descriptive phenomenological study was to explore how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program in the Southern United States. The participants consisted of 15 K-5 elementary teachers in a school district in the Southern United States. It was not known how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program. This study was guided by two conceptual frameworks: critical race theory and deficit thinking theory. The following research questions guided this study: (a) how do elementary teachers describe their lived experience of nominating an ethnic minority student for a gifted program; and (b) what aspects of the lived experience of the gifted nomination of an ethnic minority student did the elementary teachers describe as being valuable? The nine constituents of the phenomenon that emerged from the lived experience included: (1) Expeditious Learning Ability, (2) Probing Curiosity, (3) Outstanding Academic Performance, (4) Precocious Language, (5) Self-Motivated, (6) Mental Dexterity, (7) Cultural Competence, (8) Salient Desire to Help Ethnic Minority Students and (9) the Executing the Gifted Nomination. This study provided vital implications that may assist school districts in promoting and utilizing best practices for nominating ethnic minority gifted students.

ISBN: 9780438812482Subjects--Topical Terms:

3432650
Gifted Education.

The Lived Experience of Elementary Teachers on the Decision to Nominate an Ethnic Minority Student for a Gifted Program.
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500 $a Publisher info.: Dissertation/Thesis.
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506 $a This item must not be sold to any third party vendors.
520 $a The purpose of this qualitative descriptive phenomenological study was to explore how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program in the Southern United States. The participants consisted of 15 K-5 elementary teachers in a school district in the Southern United States. It was not known how elementary teachers describe their lived experience of the decision to nominate an ethnic minority student for a gifted program. This study was guided by two conceptual frameworks: critical race theory and deficit thinking theory. The following research questions guided this study: (a) how do elementary teachers describe their lived experience of nominating an ethnic minority student for a gifted program; and (b) what aspects of the lived experience of the gifted nomination of an ethnic minority student did the elementary teachers describe as being valuable? The nine constituents of the phenomenon that emerged from the lived experience included: (1) Expeditious Learning Ability, (2) Probing Curiosity, (3) Outstanding Academic Performance, (4) Precocious Language, (5) Self-Motivated, (6) Mental Dexterity, (7) Cultural Competence, (8) Salient Desire to Help Ethnic Minority Students and (9) the Executing the Gifted Nomination. This study provided vital implications that may assist school districts in promoting and utilizing best practices for nominating ethnic minority gifted students.
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