{"title":"学区公平倡议影响加速和高级学习的机会","authors":"Nancy B. Hertzog, K. Lamb, A. J. Balatico","doi":"10.1177/00169862231186669","DOIUrl":null,"url":null,"abstract":"Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.","PeriodicalId":47514,"journal":{"name":"Gifted Child Quarterly","volume":null,"pages":null},"PeriodicalIF":3.0000,"publicationDate":"2023-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning\",\"authors\":\"Nancy B. Hertzog, K. Lamb, A. J. Balatico\",\"doi\":\"10.1177/00169862231186669\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.\",\"PeriodicalId\":47514,\"journal\":{\"name\":\"Gifted Child Quarterly\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.0000,\"publicationDate\":\"2023-07-17\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Gifted Child Quarterly\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1177/00169862231186669\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION, SPECIAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Gifted Child Quarterly","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1177/00169862231186669","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION, SPECIAL","Score":null,"Total":0}
School District Equity Initiatives That Impact Access to Accelerated and Advanced Learning
Equity and access to advanced learning opportunities have been issues of concern for educators in the field of gifted education for decades. Gifted programs are noted as some of the most segregated learning environments in schools today. This study was designed to investigate how school districts have addressed educational equity through the lenses of school district administrators. Researchers conducted semistructured 1-hr interviews with 32 superintendents or their designees (e.g., gifted coordinator, Director of Equity, etc.) about school district initiatives designed and implemented to improve equity and access to advanced and accelerated learning opportunities, with a focus from 2015 to early 2020, before the COVID-19 pandemic. Participants were asked about the definition of educational equity in their district, targeted equity initiatives in highly capable programs, challenges or barriers they encountered when they implemented change, and their experiences with diversifying their work force and professional development. Findings included changes in curriculum and improving access to advanced learning opportunities while addressing persistent challenges in school funding and diversifying the workforce. The findings of this study addressed a significant gap in gifted education research: actions taken by school district administrators that went beyond changes in identification processes to increase equity and access to advanced learning opportunities.
期刊介绍:
Gifted Child Quarterly (GCQ) is the official journal of the National Association for Gifted Children. As a leading journal in the field, GCQ publishes original scholarly reviews of the literature and quantitative or qualitative research studies. GCQ welcomes manuscripts offering new or creative insights about giftedness and talent development in the context of the school, the home, and the wider society. Manuscripts that explore policy and policy implications are also welcome. Additionally, GCQ reviews selected books relevant to the field, with an emphasis on scholarly texts or text with policy implications, and publishes reviews, essay reviews, and critiques.