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Using Professional Development as a ...

Drye, Jacqueline D.,

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Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students // Jacqueline D Drye.
Author:	Drye, Jacqueline D.,
Description:	1 electronic resource (145 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-07, Section: A.
Contained By:	Dissertations Abstracts International85-07A.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30989921
ISBN:	9798381445633

Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students /
Drye, Jacqueline D.,

Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students /Jacqueline D Drye. - 1 electronic resource (145 pages)

Source: Dissertations Abstracts International, Volume: 85-07, Section: A.

African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers' role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this issue becomes clear. Students of high ability, regardless of race, must be given opportunities to realize their potential, ultimately benefiting the individual and society at large. The purpose of my study was to ascertain elementary school teachers' perceptions of giftedness toward African American students and to determine the impact that professional development on underachievement, implicit bias, deficit mindset and recognizing giftedness in diverse populations has on teachers' perceptions. Using an online questionnaire and activities designed to capture teacher's perceptions of giftedness, qualitative data were collected before and after teachers participated in a series of professional development sessions. The data collected were analyzed using codes and themes. Grounded in Critical Race Theory, my action research study provided an opportunity for teachers to explore factors that contribute to inequitable trends in gifted education and provided an opportunity for teachers to reflect on their roles in perpetuating or minimizing this historical concern.

English

ISBN: 9798381445633Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Diverse populations

Using Professional Development as a Tool to Build Teacher Capacity for Recognizing Giftedness in African American Students /
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500 $a Advisors: Cross, Tracy L. Committee members: Cross, Jennifer R.; Kim, Mihyeon.
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520 $a African American students are underrepresented in gifted programs in American public schools. This is due in part to the teachers' role in the gifted identification process. Classroom teachers are asked to refer students for evaluation for gifted services. To effectively do this, teachers must understand the unique challenges faced by gifted students from diverse populations, be able to recognize potential and be willing to explore their own perceptions about giftedness. When considering the historical plight of African Americans and their quest for an equitable education, coupled with current statistics on income, employment and educational attainment, the need to address this issue becomes clear. Students of high ability, regardless of race, must be given opportunities to realize their potential, ultimately benefiting the individual and society at large. The purpose of my study was to ascertain elementary school teachers' perceptions of giftedness toward African American students and to determine the impact that professional development on underachievement, implicit bias, deficit mindset and recognizing giftedness in diverse populations has on teachers' perceptions. Using an online questionnaire and activities designed to capture teacher's perceptions of giftedness, qualitative data were collected before and after teachers participated in a series of professional development sessions. The data collected were analyzed using codes and themes. Grounded in Critical Race Theory, my action research study provided an opportunity for teachers to explore factors that contribute to inequitable trends in gifted education and provided an opportunity for teachers to reflect on their roles in perpetuating or minimizing this historical concern.
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650 4 $a Teacher education. $3 3172312
653 $a Diverse populations
653 $a Professional development
653 $a Recognizing giftedness
653 $a Teacher capacity
653 $a Equitable education
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720 1 $a Cross, Tracy L. $e degree supervisor.
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