District Leaders Focused on Systemic Equity in Identification and Services for Gifted Education: From Policy to Practice

IF 1.7 Q2 EDUCATION, SPECIAL
Miriam D. Ezzani, Rachel U. Mun, L. Lee
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引用次数: 9

Abstract

ABSTRACT This article describes district-wide cultural proficiency efforts and how they affected the policies and practices of identifying and serving culturally, linguistically, and economically diverse (CLED) student populations in gifted education. Data were taken from a larger study and included interviews, focus groups, and observations of the district’s gifted identification practices. Data analysis using a culturally relevant leadership (CRL) framework revealed three major findings that emphasized the importance of district advocacy, communication pathways, and conceptions of giftedness. The findings further equity in gifted education for historically marginalized students.
地区领导人关注天才教育识别和服务的系统公平:从政策到实践
本文描述了学区范围内的文化能力努力,以及它们如何影响资优教育中识别和服务文化、语言和经济多样化(ced)学生群体的政策和实践。数据取自一项更大的研究,包括访谈、焦点小组和对地区资优识别实践的观察。使用文化相关领导(CRL)框架的数据分析揭示了三个主要发现,强调了地区倡导、沟通途径和天赋概念的重要性。研究结果进一步促进了对历史上被边缘化的学生进行资优教育的公平性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
4.30
自引率
20.00%
发文量
33
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