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Journal for the Education of the Gifted, v34 n1 p99-130 Jan 2011

Within the United States, the underrepresentation of historically underserved student groups continues to be a phenomenon in gifted and talented (GT) programs. In a phenomenological study exploring teachers' and African American parents' perceptions of the underrepresentation of gifted African American students, four themes emerged from the study. Those themes are: (a) misperceptions regarding a student's race and ability; (b) the lack of parent awareness programs about issues related to gifted and talented education; (c) the need for professional development training related to the needs of minority gifted students; and (d) issues related to testing and assessment instrumentation. A paradigm shift in leadership and GT program practices must occur to reduce identification and placement gaps. The Chadwell Transformative Model for Gifted Program reform is a means to improve the identification and placement of historically underserved students into gifted and talented programs. (Contains 4 figures and 3 tables.)

Descriptors: African American Students, Academically Gifted, Talent, Disproportionate Representation, Identification, Educational Change, Transformational Leadership, Leadership, Phenomenology, Parent Attitudes, Race, Professional Development, Student Placement, Teacher Attitudes

Prufrock Press Inc. P.O. Box 8813, Waco, TX 76714-8813. Tel: 800-998-2208; Tel: 254-756-3337; e-mail: info[at]prufrock.com; Web site: http://www.prufrock.com





Autor: Michael-Chadwell, Sharon

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=594&id=EJ902212







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