ADDRESSING G/T REFERRAL BARRIERS FOR SOCIOECONOMICALLY DISADVANTAGED STUDENTS IN RURAL SCHOOLS

Gifted Education;G/T Referral Barriers;Rural Schools;Economically Disadvantaged Students;G/T Identification;Teacher Training;G/T Policy;Entrepreneurial Leadership in Education

Williams, Aaron MarkCarran, Deborah T ;

Johns Hopkins University

关键词: Gifted Education;    G/T Referral Barriers;    Rural Schools;    Economically Disadvantaged Students;    G/T Identification;    Teacher Training;    G/T Policy;    Entrepreneurial Leadership in Education;   

Others  :  https://jscholarship.library.jhu.edu/bitstream/handle/1774.2/59983/WILLIAMS-DISSERTATION-2018.pdf?sequence=1&isAllowed=y

瑞士|英语

来源: JOHNS HOPKINS DSpace Repository

【 摘 要 】

Gifted learners face barriers to referral and identification in rural schools, particularly where there are large socioeconomically disadvantaged populations. Specifically, social stigmas surrounding giftedness have historically impacted local policies and procedures concerning giftedness in areas were socioeconomic disadvantage is prevalent. This is amplified by the lack of pre-service training for teachers in the identification and understanding of gifted learners and the impact such training can have on the attitudes and perceptions towards traits of giftedness that would enable them to identify gifted students. This study demonstrated the impact of teacher professional development and local policy change on the local G/T referral trend and established a framework for improved G/T professional development practices in this context that justifies a prioritized role for teachers in the shared referral process, aligned to the standards put forth by the National Association of Gifted Children (NAGC). Results from an interrupted time-series analysis showed the importance of developing policies and procedures for identifying giftedness that are sensitive and responsive to the community served, and updating teacher training procedures to reflect an emphasis on the diversification of the gifted program led to improved outcomes for the referral and identification of rural G/T students who are socioeconomically disadvantaged or from cultural and linguistic minority groups. Dissertation advised by Deborah T. Carran, Ph.D.