Education Commons^™

Making The Invisible Visible: Redefining Giftedness To Include Ell Students’ Community Cultural Wealth And Funds Of Knowledge, Molly I. Pargas

Electronic Theses and Dissertations

This study used improvement science methods to investigate a problem of practice surrounding the underrepresentation of ELL students in GT programming. This research addressed how teachers define giftedness using their underlying knowledge frameworks. The researcher conducted empathy interviews with parents of ELL students and a team of teachers to determine what the underlying issues are regarding the underrepresentation of ELL students in GT. The parent empathy interviews were coded using the combined conceptual framework of community cultural wealth (Yosso, 2005) and funds of knowledge (Moll et al, 1992). Through this process the types of capital and funds of knowledge were …

Gifted Identification In Young, Historically Underrepresented Populations: A Phenomenological Study, Meryl A. Faulkner

Electronic Theses and Dissertations

The purpose of this phenomenological study was to examine the implications of the low numbers of identified gifted young, historically underrepresented students. The research questions that guided this study were: what are educators’ experiences of the gifted identification process of young, historically underrepresented students? What are parents’ experiences of the gifted identification process for their young, historically underrepresented child?

Participants were parents of a student from an underrepresented population (American Indian or Alaskan Native, Latinx, Black or African American, and Native Hawaiian or Other Pacific Islander) identified gifted in second grade or younger or educators who were involved in the …

Gifted Culturally Linguistically Diverse Learners: A School-Based Exploration, Robin M. Greene

Teaching and Learning Sciences: Doctoral Research Projects

The purpose of this case study was to explore educators’ perceptions of characteristics, needs, and practices relating to gifted culturally linguistically diverse learners. The research questions guiding the study included the following: What are educators’ perceptions of the characteristics, needs, and practices related to gifted culturally linguistically diverse learners? How do educators describe gifted culturally linguistically diverse learners? How do educators describe their understanding of culturally responsive teaching as it relates to diverse gifted learners? What are school-based practices for gifted culturally linguistically diverse learners that support or hinder learning?

This study focused on an elementary school within Colorado. Seventeen …