Browsing by Subject "Gifted and talented education"
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Item Equity in gifted education : an examination of gifted programs in Florida(2021-05-17) Hardwick, Grace Lillian; Von Hippel, Paul T.Gifted and Talented programs are common throughout the United States and typically enroll a disproportional number of advantaged students. This report will examine that issue by using the gifted programs and policies in Florida and Broward County Public Schools as case studies. Through historical research, interviews and overview of existing studies of gifted programs in Florida and Broward County Public Schools this report will provide insight into the historical development of gifted education policies in Florida, current research in gifted education and existing gifted education programs. This report will also make specific recommendations for teachers, school administrators and state officials to improve access for underrepresented students in gifted programs.Item Gifted, bilingual, Mexican/Mexican-American students : using community cultural wealth as a strategy for negotiating paradoxes(2013-08) Beam-Conroy, Teddi Michele; Fránquiz, María E.This qualitative dissertation study examined the ways that nine gifted, bilingual Mexican/Mexican-American students negotiated paradoxes in their academic, linguistic, and cultural identities in a public high school in a large, south central Texas city. One theoretical lens, Critical Race Theory/Latino Critical Race Theory (CRT/LatCrit) was combined with phenomenological research methods to privilege the students' perspectives during the data collection process. An additional theoretical lens, the concept of Figured Worlds, was used to contextualize the setting, Chase High School. Both CRT/LatCrit and Figured Worlds were used to analyze interview, classroom and field observation, participant, school, and district artifacts, federal, state and local data collected over ten months of study. The investigation revealed that the participants braided the domains of community cultural wealth -- aspirational, navigational, linguistic, social, resistance, and familial capital -- into practices that grounded them in their bilingual, bicultural Mexican/Mexican-American identities as successful students.