東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back to Search results for [ null ]

Switch To: Labeled | MARC Mode | ISBD

Perception, Agency, and Subversion: ...

Hurt, June Williams.

Linked to FindBook

Google Book

Amazon

博客來

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

Record Type:	Electronic resources : Monograph/item
Title/Author:	Perception, Agency, and Subversion: How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs./
Author:	Hurt, June Williams.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2023,
Description:	119 p.
Notes:	Source: Dissertations Abstracts International, Volume: 84-12, Section: A.
Contained By:	Dissertations Abstracts International84-12A.
Subject:	Gifted children. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463907
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. - Ann Arbor : ProQuest Dissertations & Theses, 2023 - 119 p.

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

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

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

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.

ISBN: 9798379650575Subjects--Topical Terms:

636647
Gifted children.

Perception, Agency, and Subversion: How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
LDR:02401nmm a2200337 4500 001 2396054
005 20240603070941.5
006 m o d
007 cr#unu||||||||
008 251215s2023 ||||||||||||||||| ||eng d
020 $a 9798379650575
035 $a (MiAaPQ)AAI30463907
035 $a (MiAaPQ)NCState_Univ18402040710
035 $a AAI30463907
040 $a MiAaPQ $c MiAaPQ
100 1 $a Hurt, June Williams. $3 3765579
245 1 0 $a Perception, Agency, and Subversion: How North Carolina Gifted Education Teachers Deal with Lack of Diversity in their Gifted Education Programs.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2023
300 $a 119 p.
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.
506 $a This item must not be sold to any third party vendors.
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.
590 $a School code: 0155.
650 4 $a Gifted children. $3 636647
650 4 $a Nominations. $3 3564149
650 4 $a Gifted education. $3 3172499
650 4 $a Curricula. $3 3422445
650 4 $a Attention deficit hyperactivity disorder. $3 3684648
650 4 $a Education. $3 516579
690 $a 0445
690 $a 0515
710 2 $a North Carolina State University. $3 1018772
773 0 $t Dissertations Abstracts International $g 84-12A.
790 $a 0155
791 $a Ph.D.
792 $a 2023
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30463907