Date of Award
Administrative and Instructional Leadership
The purpose of this quantitative study was to analyze the effect of school socioeconomic status, presence of gifted programs, and teacher’s ethnicity on teachers' perception of their students’ potential, giftedness identification, and administrative support in a suburban school system with a high representation of minorities and students who are culturally, linguistically, economically diverse. The participants in the current study consist of 293 teachers selected from a suburban school district located nearby a large metropolitan city in the northeastern part of the United States. The survey used in this study is a 47-item online instrument adapted from the Snapshot Survey of Gifted Programming Effectiveness Factors: Using the National Gifted Teacher Preparation Standards and NAGC Program Standards to Inform Practice. MANOVA analysis indicated that teachers’ perceptions of giftedness were significantly different between schools of high poverty (Title 1), schools of low poverty (non-Title 1), schools with gifted programs, and teacher ethnicity.
Hamilton, Laurie Diane, "SECURE THE BLACK, BROWN, AND GIFTED: EXAMINING TEACHER PERCEPTION OF GIFTEDNESS IN HIGH- AND LOW-POVERTY SCHOOLS" (2022). Theses and Dissertations. 439.