Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning

IF 1.2 Q3 EDUCATION, SPECIAL
Angela M. Novak, K. Lewis
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引用次数: 0

Abstract

Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing equity in a gifted and talented program following targeted ongoing, relevant, collaborative, online equity-driven PL provided as part of a university/district collaboration. The qualitative study sought to understand challenges the gifted coordinator faced as well as insights she gained after the university/district collaborative PL. The case study methodology involved an interview; data were transcribed, coded, and analyzed; and five themes and three key understandings are discussed, along with implications for future research and study limitations. Key understandings include the benefits of targeted PL, the need for timely change, and the need to balance between leadership and empowering teachers to be change agents.
天才协调员对大学/地区合作提供文化响应型天才专业学习的看法:四区公平驱动的专业学习模式的阶段性分析
实现资优教育的公平需要各学区打破不公平。专业学习(PL)被认为是激发持久变革的有效工具;然而,实施股权驱动型PL的现实往往会阻碍其有效性。这个案例研究提供了一个天才协调员的观点,在一个有针对性的、持续的、相关的、协作的、在线的、以公平为导向的PL作为大学/地区合作的一部分提供的天才和天才项目中,增长公平的障碍。定性研究旨在了解天才协调员面临的挑战,以及她在大学/地区合作项目后获得的见解。案例研究方法包括访谈;对数据进行转录、编码和分析;讨论了五个主题和三个关键的理解,以及对未来研究的启示和研究的局限性。关键的理解包括有针对性的公共教育的好处,及时变革的必要性,以及在领导和授权教师成为变革推动者之间取得平衡的必要性。
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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CiteScore
3.00
自引率
0.00%
发文量
17
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