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The role of the teacher in gifted education nomination decisions

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TitleInfo
Title
The role of the teacher in gifted education nomination decisions
Name (type = personal)
NamePart (type = family)
Mingle
NamePart (type = given)
Matthew A.
NamePart (type = date)
1981-
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Matthew A. Mingle
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author
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Sargent
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Tanja
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Tanja Sargent
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Advisory Committee
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chair
Name (type = personal)
NamePart (type = family)
Ryan
NamePart (type = given)
Sharon
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Sharon Ryan
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Advisory Committee
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internal member
Name (type = personal)
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Antunes
NamePart (type = given)
Lisa M.
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Lisa M. Antunes
Affiliation
Advisory Committee
Role
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outside member
Name (type = corporate)
NamePart
Rutgers University
Role
RoleTerm (authority = RULIB)
degree grantor
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NamePart
Graduate School of Education
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school
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Text
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theses
OriginInfo
DateCreated (qualifier = exact)
2016
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2016-05
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2016
Place
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xx
Language
LanguageTerm (authority = ISO639-2b); (type = code)
eng
Abstract (type = abstract)
Teacher nominations are the most commonly used method for identifying students for full consideration to gifted education programs in the United States yet teachers receive little to no pre- or in-service training in the practice. Without changes to this reality, teachers’ nominations are less reliable than other data sources because they are based on incomplete knowledge or misunderstandings of the characteristics of giftedness. In addition, when teachers have a great deal of autonomy in making nominations to gifted programs, their beliefs and biases can determine whether students have the opportunity to participate in such programs, regardless of the students’ qualifications. This contributes to the persistent underrepresentation of students from culturally and linguistically diverse groups in gifted programs. The purpose of this qualitative case study was to explore the decision-making processes used by teachers when nominating students for one district’s gifted education program. Survey, observation, and interview data were collected from 20 fifth and sixth grade teachers in a suburban intermediate school in New Jersey. The following research questions guided my study: (1) how do teachers make decisions about which students to nominate for gifted education programs? (1A) how do teachers define giftedness? (1B) how do teachers come to their understanding of giftedness? (2) How might the teacher nomination process affect access to the gifted education program? Three main findings emerged from the analysis of the data: (1) definitions of giftedness varied among teachers; (2) personal and professional experiences drove the decision-making process; and (3) decisions lacked unity because some teachers were left out of the process altogether and others felt disconnected from its purpose. The implications of these findings are considered on the local and national levels with appropriate recommendations and suggestions for practice and policy. Administrators and teachers should seek opportunities for professional development specific to the local district’s nomination expectations. Additionally, districts should consider alternative pathways into the gifted identification process including parent nominations and general screening of all students. Finally, there is a need for gifted education to gain status in federal education policy discussions and grant opportunities so that local districts have support for their efforts.
Subject (authority = RUETD)
Topic
Teacher Leadership
Subject (authority = ETD-LCSH)
Topic
Career development
Subject (authority = ETD-LCSH)
Topic
Gifted children--Education
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TitleInfo
Title
Rutgers University Electronic Theses and Dissertations
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ETD
Identifier
ETD_7128
PhysicalDescription
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electronic resource
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application/pdf
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text/xml
Extent
1 online resource (ix, 111 p. : ill.)
Note (type = degree)
Ed.D.
Note (type = bibliography)
Includes bibliographical references
Note (type = statement of responsibility)
by Matthew A. Mingle
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TitleInfo
Title
Graduate School of Education Electronic Theses and Dissertations
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rucore10001500001
Location
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NjNbRU
Identifier (type = doi)
doi:10.7282/T35H7JC1
Genre (authority = ExL-Esploro)
ETD doctoral
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Rights

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The author owns the copyright to this work.
RightsHolder (type = personal)
Name
FamilyName
Mingle
GivenName
Matthew
MiddleName
A.
Role
Copyright Holder
RightsEvent
Type
Permission or license
DateTime (encoding = w3cdtf); (qualifier = exact); (point = start)
2016-04-06 16:53:48
AssociatedEntity
Name
Matthew Mingle
Role
Copyright holder
Affiliation
Rutgers University. Graduate School of Education
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Type
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Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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Technical

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2016-04-18T17:25:32
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2016-04-18T17:25:32
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