Date of Award
2017
Document Type
Dissertation
Degree Name
Ed.D.
Organizational Unit
Morgridge College of Education, Teaching and Learning Sciences
First Advisor
Norma L. Hafenstein, Ph.D.
Second Advisor
Paul Michalec, Ph.D.
Third Advisor
Julia Watson
Keywords
English language learners, ELL, Preschool, Gifted, Identification
Abstract
This research study addresses the problem of practice of the underrepresentation of English language learners (ELL) in gifted and talented (GT) services. The literature provided several reasons for the underrepresentation of ELL students being identified as gifted. One reason cited in the literature was teachers’ lack of referrals or understanding the characteristics of ELL students who may be gifted (Barkan & Bernal, 1991; de Wet & Gubbins, 2011; Esquierdo & Arreguín-Anderson, 2012; Ford & Grantham, 2003; Harris, Rapp, Martínez, & Plucker, 2007). The literature also stated assessment play a major role in identification practices (Anguiano, 2003; Barkan & Bernal, 1991; Ford & Grantham, 2003; Harris et al., 2007). Another reason stated was that parents or families might be unaware of the referral process for gifted identification (Harris et al., 2007). Preschool teachers were the focus of the intervention for this research project, which was performed through a professional development day and professional learning community (PLC) meetings. Data were collected through electronic surveys before the intervention and after all interventions were completed. Exit tickets were collected and meeting notes from the three PLCs were recorded and listened to for overarching themes. The research data were analyzed utilizing a mixed-method approach and conclusions were drawn in regards to this population’s underidentification in the GT community. It was found that professional development and PLCs were effective in increasing the iii knowledge of the characteristics of ELL students who may be gifted. However, an increase in referrals was not observed during this research project.
Publication Statement
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Recommended Citation
Collier, Sheri J., "Uncovering the Gifts in English Language Learners" (2017). Teaching and Learning Sciences: Doctoral Research Projects. 2.
https://digitalcommons.du.edu/tls_doctoral/2
Included in
Curriculum and Instruction Commons, Early Childhood Education Commons, Gifted Education Commons