THE PROCEDURAL AND PERCEPTUAL DIFFERENCES IN HOW STUDENTS FROM MARGINALIZED POPULATIONS ARE IDENTIFIED, SELECTED, AND SUPPORTED FOR HIGH ABILITY LEARNING

Author

Adam Larson, University of Nebraska at OmahaFollow

Date of Award

10-2022

Degree Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Educational Leadership

First Advisor

Elliott Ostler

Abstract

Identification of students for High Ability programming is a complex issue. Ensuring that students from marginalized populations are proportionally represented when compared to the district student population adds to that complexity. This mixed analysis study examines the inequities that exist in the identification of students for High Ability learning programs at the national, state, and local levels. The top-down approach gives the study context for the variety of ways that giftedness is identified at the national, state, and local level. Alongside the document analysis, a survey was created and given to classroom and High Ability teachers. The survey asks the teachers what their perception is of the characteristics of a High Ability student. This information could support a district in forming a definition of a High Ability student. A school district could also ensure that there is proportional representation of High Ability students across all student groups. The results of the analysis show that districts need to rethink common practices when ensuring that all students are given opportunities to be selected for High Ability programming.

Comments

Copyright is held by author.

Recommended Citation

Larson, Adam, "THE PROCEDURAL AND PERCEPTUAL DIFFERENCES IN HOW STUDENTS FROM MARGINALIZED POPULATIONS ARE IDENTIFIED, SELECTED, AND SUPPORTED FOR HIGH ABILITY LEARNING" (2022). Educational Leadership Theses, Dissertations, and Student Creative Activity. 31.
https://digitalcommons.unomaha.edu/edleadstudent/31