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Increasing Teacher Capacity in Ident...

Genova, Kelly,

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Increasing Teacher Capacity in Identifying the Potentially Gifted From Low-Socio-Economic Backgrounds /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Increasing Teacher Capacity in Identifying the Potentially Gifted From Low-Socio-Economic Backgrounds // Kelly Genova.
Author:	Genova, Kelly,
Description:	1 electronic resource (74 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-06, Section: B.
Contained By:	Dissertations Abstracts International86-06B.
Subject:	Gifted education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31336409
ISBN:	9798346762546

Increasing Teacher Capacity in Identifying the Potentially Gifted From Low-Socio-Economic Backgrounds /
Genova, Kelly,

Increasing Teacher Capacity in Identifying the Potentially Gifted From Low-Socio-Economic Backgrounds /Kelly Genova. - 1 electronic resource (74 pages)

Source: Dissertations Abstracts International, Volume: 86-06, Section: B.

As a gatekeeper for gifted and talented programs in the United States, teachers are often those charged with beginning the student testing referral process. This qualitative case study examined whether localized professional development could increase teacher capacity to identify potentially gifted and talented students from lower socio-economic backgrounds through a lens of growth mindset theory. The research was conducted in a public school district in Missouri, serving approximately three thousand students, nearly 40% of whom qualify for a free or reduced school lunch. Data showed increased student referrals after multiple targeted professional development opportunities focused on student needs and teacher adoption of a growth mindset. Data provided evidence that the identification of gifted students who also receive a free and reduced lunch increased. This increase resulted from research-based, targeted professional development, using district-specific data, and introducing and adopting strategies aligned with the growth mindset theory. The results serve as a guide for districts as gifted and talented education moves toward implementing programs more democratically representative of their unique student populations.

English

ISBN: 9798346762546Subjects--Topical Terms:

3172499
Gifted education.
Subjects--Index Terms:

Free and reduced lunch

Increasing Teacher Capacity in Identifying the Potentially Gifted From Low-Socio-Economic Backgrounds /
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300 $a 1 electronic resource (74 pages)
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500 $a Source: Dissertations Abstracts International, Volume: 86-06, Section: B.
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520 $a As a gatekeeper for gifted and talented programs in the United States, teachers are often those charged with beginning the student testing referral process. This qualitative case study examined whether localized professional development could increase teacher capacity to identify potentially gifted and talented students from lower socio-economic backgrounds through a lens of growth mindset theory. The research was conducted in a public school district in Missouri, serving approximately three thousand students, nearly 40% of whom qualify for a free or reduced school lunch. Data showed increased student referrals after multiple targeted professional development opportunities focused on student needs and teacher adoption of a growth mindset. Data provided evidence that the identification of gifted students who also receive a free and reduced lunch increased. This increase resulted from research-based, targeted professional development, using district-specific data, and introducing and adopting strategies aligned with the growth mindset theory. The results serve as a guide for districts as gifted and talented education moves toward implementing programs more democratically representative of their unique student populations.
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650 4 $a Gifted education. $3 3172499
650 4 $a Developmental psychology. $3 516948
653 $a Free and reduced lunch
653 $a Gifted and talented education
653 $a Identifying giftedness
653 $a Teacher referral
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