Teaching in Circles: Learning to Harmonize as a Co-Teacher of Gifted Education
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In this autoethnography, I explored my daily challenges and frustrations working as a teacher of gifted students in inclusion classrooms in an elementary public school. Inquiring about how I coped with these challenges and eventually thrived in the position, I journaled weekly about my teaching experiences during a six-month period and collected e-mails to teachers and parents. I employed constant comparative analysis and five themes emerged: frustration, isolation, advocacy, collaboration, and influence. I discussed the themes within the greater social and cultural context, drawing upon psychology and educational theories.
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2002 ◽
Vol 25
(3)
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pp. 269-289
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Gifted Students' Attitudes and Perceptions of the Gifted Label, Special Programs, and Peer Relations
1997 ◽
Vol 9
(1)
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pp. 15-20
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2021 ◽