Culturally Relevant Leadership in Gifted Education: A Systematic Literature Review

2020 ◽  
Vol 43 (2) ◽  
pp. 108-142
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee
Keyword(s):  
Gifted Education ◽  
Culturally Relevant ◽  
The United States ◽  
Systemic Reform ◽  
Hiring Practices ◽  
Deficit Thinking ◽  
Review Of The Literature ◽  
Gifted Programs ◽  
Culturally Relevant Leadership ◽  
K 12

Researchers have consistently pointed to teacher deficit views, inequitable identification of policies and practices, and differential access to resources to explain the dearth of traditionally underserved learners in gifted programs across the nation. Culturally relevant leadership is one way to remedy this problem through systemic educational reform at the district and school levels. The purpose of this article is to provide a systematic review of the literature on leadership, systemic reform, and identification and services in gifted education for culturally, linguistically, and economically diverse (CLED) K–12 students in the United States. Drawing from this literature, we report what we know to date on systemic district reforms and their consideration of minoritized populations in gifted education through five themes: systemic bias; equity and excellence; deficit thinking; hiring practices, training, and professional development; and parent and community networks. We then reflect on the potential for equitable systemic reform efforts inclusive of CLED students.

Closing Poverty-Based Excellence Gaps: Conceptual, Measurement, and Educational Issues

2017 ◽  
Vol 62 (1) ◽  
pp. 56-67 ◽  
Author(s):  
Jonathan A. Plucker ◽  
Scott J. Peters
Keyword(s):  
Gifted Education ◽  
Ability Grouping ◽  
Universal Screening ◽  
Psychosocial Interventions ◽  
The United States ◽  
College Level ◽  
Childhood Poverty ◽  
Persistent Poverty ◽  
K 12 ◽  
Reward Schools

The number of economically vulnerable students in the United States is large and growing. In this article, we examine income-based excellence gaps and describe recent controversies in the definition and measurement of poverty, with an eye toward their application to gifted education and meeting the needs of talented, economically vulnerable students. Regardless of how poverty is conceptualized, evidence suggests that U.S. childhood poverty rates are indeed high, both in absolute terms and relative to other countries, and that income-related achievement disparities are similarly large. Recommendations are included for interventions to close persistent poverty excellence gaps, including frontloading, broadened understanding of opportunity, universal screening using local norms, improved educator preparation and support, state K-12 accountability systems that reward schools for closing excellence gaps, widespread use of ability grouping, and selective use of psychosocial interventions at the college level.

Evaluation Utilization: A Review of the Literature with Implications for Gifted Education

1993 ◽  
Vol 16 (2) ◽  
pp. 171-189 ◽  
Author(s):  
Carol Tomlinson ◽  
Lori Bland ◽  
Tonya Moon
Keyword(s):  
Gifted Education ◽  
Review Of The Literature ◽  
Evaluation Design ◽  
Gifted Programs ◽  
Education Programs ◽  
Gifted Learners ◽  
Competence Evaluation ◽  
Specific Factors ◽  
Program Change

Although evaluations of education programs are conducted for a variety of reasons, there is always the expectation that findings will be used in some way. However, the utility of evaluation findings may be affected by factors related to evaluation context which are out of the evaluator's control (such as economic and political concerns), and by factors which may be at least to some degree within the control of the evaluator (such as evaluator competence, evaluation design, identification of and communication with audiences, and clarity and quality of the evaluation report). Unique goals of programs for gifted learners provide special challenges to evaluators. Findings from the general literature of evaluation utilization offer guidance to evaluators of gifted programs regarding factors which may increase the likelihood that evaluation findings will be used to produce program change, but there is a clear need for research delineating specific factors which may facilitate or impede utilization of findings from evaluations of programs for the gifted.

Assessing the Influence of No Child Left Behind on Gifted Education Funding in Texas: A Descriptive Study

2018 ◽  
Vol 29 (4) ◽  
pp. 321-342 ◽  
Author(s):  
Jaret Hodges
Keyword(s):  
No Child Left Behind ◽  
School Districts ◽  
Adequate Yearly Progress ◽  
Gifted Education ◽  
Mixed Model ◽  
The United States ◽  
State Funding ◽  
Incentive Structure ◽  
Left Behind ◽  
K 12

No Child Left Behind (NCLB) has defined the past 15 years of public K-12 education. An incentive structure built around adequate yearly progress created an environment that was not aligned with gifted education. Texas, with over 11% of the total identified gifted population in the United States, state funding for gifted, and incentivized identification policies, made an ideal case study to analyze the ramifications of NCLB on gifted education. This article explores how Texas responded to NCLB and that response’s influence on district-level funding for gifted education. In total, 16 years of financial and enrollment data were analyzed for the 1,025 public school districts in Texas using the frame work of a longitudinal mixed model. Results indicated that there was an annual decline in the percentage of budget allocated to gifted education of 0.04 percentage points for rural school districts, 0.08 for suburban, 0.07 for town, and 0.05 for urban.

Culturally Relevant Leadership: Advancing Critical Consciousness in American Muslim Students

2019 ◽  
Vol 55 (5) ◽  
pp. 781-811 ◽  
Author(s):  
Miriam Ezzani ◽  
Melanie Brooks
Keyword(s):  
United States ◽  
Culturally Relevant ◽  
The United States ◽  
Muslim Identity ◽  
Design Data ◽  
Islamic School ◽  
American Muslim ◽  
Culturally Relevant Leadership ◽  
Group Interviews ◽  
School Events

Purpose: The purpose of this study was to explore how leaders in an Islamic school in the United States engaged in culturally relevant leadership (CRL) within a diverse school community to develop students’ critical social consciousness. Research Design: Data were collected over 4 years at an Islamic K-8 school in the United States and included the following: 12 in-depth semistructured interviews with school and community leaders; 4 phone interviews; 7 focus group interviews with teachers, students, and parents; 5 observations of classroom and school events; and documents from the Islamic center, school, and classrooms. Data specific to the school leaders were analyzed using tenets of CRL. Findings and Conclusions: This article describes how Muslim and non-Muslim leaders in an Islamic school engaged in the tenets of CRL. This study suggests that the tenets of CRL, in this context, were grounded in inter and intrafaith dialogue, cultural syncretism, and a unique focus on the development of an American Muslim identity.

Evaluating Gifted Programs

2022 ◽  
pp. 263-277
Author(s):  
Elissa Brown
Keyword(s):  
Program Evaluation ◽  
Literature Review ◽  
Gifted Education ◽  
Program Improvement ◽  
Gifted Children ◽  
Gifted Programs ◽  
Gifted Program ◽  
Program Evaluations ◽  
K 12 ◽  
Program Components

Program evaluation is one of the few areas in gifted education that considers the coherence among gifted education program components across the K-12 spectrum. It increases the visibility of the gifted program while acknowledging the fluidity of change in a given context and engages individuals in influencing the nature and degree of changes that can occur within their system. Two key questions in the gifted field are: To what degree do these programs make a difference in the lives of gifted children? How do we know they are working? Program evaluation is a solid and necessary step in answering these questions. Program evaluation is necessary to drive gifted program improvement. This chapter provides the rationale and literature review on gifted program evaluation as well as research-based protocols for facilitating gifted program evaluations and the commensurate processes for ensuring quality, transparency, and comprehensiveness.

Educational Transformation through Online Learning: To Be or Not to Be

2010 ◽  
Vol 14 (4) ◽  
Author(s):  
Anthony G Picciano ◽  
Jeff Seaman ◽  
I. Elaine Allen
Keyword(s):  
Online Learning ◽  
Student Satisfaction ◽  
Instructional Quality ◽  
The United States ◽  
American Education ◽  
Institutional Mission ◽  
Educational Transformation ◽  
Related Research ◽  
Student Access ◽  
K 12

The purpose of this article is to examine online learning at the macro level in terms of its impact on American K-12 and higher education. The authors draw on six years of data that they have collected through national studies of online learning in American education as well as related research to do a critical and balanced analysis of the evolution of online learning in the United States and to speculate where it is going. Their collection of data represents some of the most extensive research examining online learning in the totality of K-20 education. Issues related to the growth of online learning, institutional mission, student access, faculty acceptance, instructional quality, and student satisfaction are explored. Of particular importance is an attempt to determine if online learning is in fact transforming American education in its essence and to speculate on the future.

Hiring Practices of Exercise Physiologist in Cardiac Rehabilitation Programs among Mid-Atlantic States in the United States

2016 ◽  
Vol 5 (3) ◽  
pp. 32-36 ◽  
Author(s):  
Allison Hope Bowersock ◽  
William Alexander Breeding ◽  
Carmel Alexander Sheppard
Keyword(s):  
United States ◽  
Patient Education ◽  
Cardiac Rehabilitation ◽  
Science Curriculum ◽  
Exercise Physiology ◽  
Clinical Skill ◽  
The United States ◽  
Hiring Practices ◽  
Clinical Settings ◽  
Rehabilitation Programs

Purpose: The purpose of this survey was to identify factors that may be influencing the appreciation of exercise physiology as a discipline as demonstrated by hiring practices in regional clinical settings. Methods: A telephone survey was administered to 33 cardiac rehabilitation programs in 5 states in the Mid-Atlantic region of the United States (Kentucky, North Carolina, Tennessee, Virginia, and West Virginia). Results: The distribution of nurses and exercise physiologists (EPs) employed by the 33 facilities varied by state, but overall there were 86 nurses and 55 EPs working among the surveyed facilities. Of the 33 surveyed facilities, 12 (36%) reported a preference for hiring nurses over EPs; only 4 (12%) reported a preference for hiring EPs over nurses. The remaining facilities (n = 17; 52%) reported no preference (n = 12; 36%) or that the decision depends on a variety of factors (n = 5; 15%). Several common themes were identified from respondents. These included that, compared to nurses, EPs have greater expertise in exercise prescription and better understanding of safe exercise progression for patients. However, nurses were believed to possess greater assessment and clinical skill with an emphasis on emergency response preparedness and greater general patient education skills. Conclusion: Academic programs that prepare students for careers as EPs employed in clinical settings may benefit from additional coursework and internship site selection that focus on clinical assessment skills, emergency preparedness, and patient education to reinforce their work in an exercise science curriculum.

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