家长参与识别和服务多样化的天才学生:领导力的作用是什么?

IF 1.3 Q3 EDUCATION, SPECIAL
Rachel U. Mun, Miriam D. Ezzani, Glorry Yeung
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引用次数: 3

摘要

父母在为不同的天才儿童识别和培养人才方面发挥着至关重要的作用,但他们与学校和教育领导者的经验很少被研究。为了检验家长对识别和服务不同资优学生的看法,我们对39名来自文化、语言和经济不同背景(CLED)和/或被认定为两次例外(2E)的K-12儿童的家长进行了六个焦点小组。采用专题分析及其六阶段方法对数据进行分析。我们发现(a)大多数家长都支持他们有天赋和才华的孩子,(b)教育领导者缺乏一致和全面的策略来促进家长的参与,(c)地区领导者的过度沟通使参与工作的效果降低,(d)GT的识别对一些家长来说仍然存在问题,(e)一线教育工作者在学校和家庭之间的双边关系中发挥了关键作用。讨论了对研究人员和教育领导者的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?
Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.
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来源期刊
Journal of Advanced Academics
Journal of Advanced Academics EDUCATION, SPECIAL-
CiteScore
4.30
自引率
20.00%
发文量
16
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