Gatekeepers in Gifted: A Case Study of the Disproportionality of Gifted Black Youth in Elementary Programs

2020 ◽  
pp. 155545892097673
Author(s):  
Angela M. Novak ◽  
Karen D. Jones
Keyword(s):  
Elementary School ◽  
School Improvement ◽  
White Students ◽  
Gifted Education ◽  
Black Youth ◽  
Cultural Proficiency ◽  
Gifted Identification ◽  
Gifted Program ◽  
Improvement Team

Gifted identification and services, like many aspects of education, are inequitable and disproportionate in favor of White students. Obama Elementary School serves 421 students: 29% are Black and 58% are White; the school’s gifted program is 10% Black and 86% White. Rebecca Johnson, the gifted teacher, brings this to the attention of her principal, who has Rebecca present to the school improvement team. Rebecca receives pushback from a culturally unresponsive and equity-illiterate group. This case study provides teaching notes on gifted identification and services as well as cultural proficiency and equity literacy, and is framed in both gifted education and anti-racism.

Assessment in Gifted Education: A Review of the Literature From 2005 to 2016

2017 ◽  
Vol 28 (3) ◽  
pp. 163-203 ◽  
Author(s):  
Thuy Hong Cao ◽  
Jae Yup Jung ◽  
Jihyun Lee
Keyword(s):  
Gifted Education ◽  
Gifted Students ◽  
Future Research ◽  
Assessment Instruments ◽  
Gifted Programs ◽  
Gifted Identification ◽  
Research Attention ◽  
Gifted Program ◽  
Crucial Component ◽  
Gifted Education Programs

Assessment is a crucial component of gifted education. Not only does it facilitate the recognition of the potential and specific needs of gifted students, it also monitors the progress and growth of gifted students, and allows for the evaluation of gifted education programs. In the present review, we synthesize the literature on assessment in gifted education published in the period from 2005 to 2016. We suggest that gifted assessment research has witnessed notable advances, which are apparent in both the extensive range of assessment instruments/methods that now exist and the diverse ways in which assessment data are now used. Future research attention nevertheless appears to be necessary on the optimal approaches to (a) use multiple criteria in gifted identification, (b) address the disproportionate representation of disadvantaged groups in gifted programs, and (c) promote the development of guidelines for gifted program evaluation.

Building Systemic Capacity to Improve Identification and Services in Gifted Education: A Case Study of One District

2020 ◽  
pp. 001698622096737
Author(s):  
Rachel U. Mun ◽  
Miriam D. Ezzani ◽  
Lindsay Ellis Lee ◽  
Jessica K. Ottwein
Keyword(s):  
Reciprocal Relationship ◽  
Gifted Programs ◽  
Focus Group Interviews ◽  
Gifted Identification ◽  
Gifted Program ◽  
School Climate And Culture ◽  
Depth Analysis ◽  
Group Interviews ◽  
Identification Practices

The problem of culturally, linguistically, and economically diverse (CLED) student underrepresentation in gifted programs demonstrates a need to examine systemic processes, including the building of systemic capacity at the district and school levels where policies for gifted programs are formed and implemented. To examine the effects of this process on one diverse district’s gifted identification and services, we conducted 10 focus group interviews with 61 participants including gifted coordinators, teacher leaders, and gifted facilitators in the middle of a district initiative aimed at improving equitable identification and services in its gifted program. Data were analyzed using the six-phase approach of Thematic Analysis, which included (1) familiarization, (2) coding, (3) searching for themes, (4) reviewing themes, (5) defining and naming themes, and then (6) writing our report. Three overarching themes emerged from the in-depth analysis: (1) building systemic capacity, (2) shifting conceptions of giftedness, and (3) equitable identification practices and inclusive programming. Findings indicated the importance of systemic capacity building in teachers for improved CLED student identification into gifted programs and services. Essentially, building systemic capacity and shifting conceptions of giftedness share a reciprocal relationship in leading to more equitable gifted identification practices and inclusive programming. Moreover, implementing flexible and nuanced policy that takes into consideration school climate and culture is critical to building systemic capacity while working toward goals of equity. Recommendations are provided for researchers and practitioners based on these major findings.

Importance of Video Aids’ Usage in Teaching and Learning Process of English Language Classes

2015 ◽  
Vol 1 (3) ◽  
pp. 160 ◽  
Author(s):  
Eriselda Vrapi ◽  
Xhevdet Zekaj
Keyword(s):  
Elementary School ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Main Hypothesis ◽  
Communicative Skills ◽  
English Curriculum ◽  
9Th Grade ◽  
8Th Grade

This study aims to explore the use of video in English language teaching (ELT) elementary school (grades 8 to 9)... In addition, the thesis aims to find out how videos in English lessons helped to achieve the goals of English curriculum. The main hypothesis was that teaching with video would develop pupils’ communicative skills and, therefore, was appropriate for the communicative approach to ELT. The study addressed five research questions regarding the use of videos in English lessons in the case study school: why the teachers used videos in ELT, what kinds of videos were used in English lessons, how and how often videos were used, what was taught and learned through the use of videos and, finally, what the teachers’ and pupils’ attitudes to lessons with videos were. The research was performed as a case study at an Elbasan elementary school. The data for the research was obtained through the use of mixed methods: qualitative, in the form of interviews with four English teachers and observations of three of the interviewed teachers’ lessons with videos, and quantitative, in the form of a pupil questionnaire answered by 105 pupils from two 8th grade and two 9th grade classes.

Is There Racial Discrimination in Police Stop-and-Searches of Black Youth? A Toronto Case Study

2015 ◽  
Vol 7 (1) ◽  
pp. 115 ◽  
Author(s):  
Yunliang Meng ◽  
Sulaimon Giwa ◽  
Uzo Anucha
Keyword(s):  
Racial Profiling ◽  
Negative Impact ◽  
Black Youth ◽  
White People ◽  
Neighbourhood Level ◽  
Neighbourhood Characteristics ◽  
The Relationship ◽  
Race And Place ◽  
Stop And Search

Our study investigated racial profiling of Black youth in Toronto and linked this racial profiling to urban disadvantage theory, which highlights neighbourhood-level processes. Our findings provide empirical evidence suggesting that because of racial profiling, Black youth are subject to disproportionately more stops for gun-, traffic-, drug-, and suspicious activity-related reasons. Moreover, they show that drug-related stop-and-searches of Black youth occur most excessively in neighbourhoods where more White people reside and are less disadvantaged, demonstrating that race-and-place profiling of Black youth exists in police stop-and-search practices. This study shows that the theoretical literature in sociology on neighbourhood characteristics can contribute to an understanding of the relationship between race and police stops in the context of neighbourhood. It also discusses the negative impact of racial profiling on Black youth.

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