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Best Practices and Perceptions of El...

Richardson, Marson S.,

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Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs // Marson S Richardson.
Author:	Richardson, Marson S.,
Description:	1 electronic resource (273 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-08, Section: A.
Contained By:	Dissertations Abstracts International85-08A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30991735
ISBN:	9798381679717

Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs /
Richardson, Marson S.,

Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs /Marson S Richardson. - 1 electronic resource (273 pages)

Source: Dissertations Abstracts International, Volume: 85-08, Section: A.

This study addressed the problem of the underrecognition of culturally, linguistically, and economically diverse (CLED) elementary school student populations in gifted and talented (GT) programs in the United States. The purpose of this basic qualitative study was to identify to what administrators in exemplar schools in the United States attribute the equitable recognition of CLED students in their GT programs. Critical race theory (CRT) informed this study and was supported by an appreciative inquiry approach. The research questions explored equitable recognition and best practices described to encourage equitable recognition of CLED students in GT programs. Elementary school administrators who served in schools with equitable recognition of CLED elementary student populations in GT education programs were targeted for participation. Data were collected via semistructured interviews with seven participants who met the criteria of (a) being elementary school administrator leaders (principals, assistant principals, teacher leaders), (b) managing and supporting GT programs, and (c) having 3 or more years of experience in their role. Data analysis involved the use of a priori and open coding to identify codes, categories, and themes. The emergent themes were (a) equity-focused leadership dispositions; (b) equitable GT best practices, awareness, and responsiveness to the needs of CLED students; and (c) equity and GT-focused professional development. The findings of this study may contribute to positive social change by informing education stakeholders of practices and leadership dispositions to cultivate and recognize giftedness in CLED students, potentially diversifying GT education programs to equitable levels.

English

ISBN: 9798381679717Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Social justice leadership

Best Practices and Perceptions of Elementary Administrators to Address the Underrecognition of Culturally, Linguistically, and Economically Diverse Students in Gifted and Talented Education Programs /
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