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Perception, Agency, and Subversion: ...

Hurt, June Williams.

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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:	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.
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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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