The Resource Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette
Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette
Resource Information
The item Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.This item is available to borrow from all library branches.
Resource Information
The item Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette represents a specific, individual, material embodiment of a distinct intellectual or artistic creation found in University of Missouri-Kansas City Libraries.
This item is available to borrow from all library branches.
- Summary
- This narrative inquiry provides a contextualized understanding of teacher experiences complementing the extensive quantitative literature available regarding the underrepresentation of diverse students in gifted education programs. This research explores the experiential stories of gifted education professionals who work in urban classrooms with culturally diverse students in two neighboring Midwestern states. The complex experiences of urban gifted education professionals are examined in order to discover the "secret stories" of these classrooms, and to understand how social justice and equity factors may be accounted for in statewide policy or in the enacted curriculum for gifted learners. Informed by theories of curriculum as experience, culturally responsive pedagogy, and the process of storying in education, this research uncovers the lived experiences of teachers in the unique contexts of diverse and urban gifted education. It examines the impact of statewide gifted education policy at the classroom level, describing innovative identification and curriculum strategies that promote the academic and emotional well-being of gifted students from traditionally underrepresented backgrounds. Four teachers in two neighboring states relate their experiences by acting as "co-researchers" and their stories are analyzed according to the process of narrative inquiry. Cover stories from multiple in-depth interviews and secret classroom stories from observations revealed four major narrative themes including (a) "Identifying Culturally Diverse Students;" (b) "Relationships and Motivating Students;" (c) "Negotiating Space and Time - Shifting Classroom Landscapes;" and (d) "Creative and Challenging Curriculum." The stories and strategies described in this dissertation offer perspective for educators seeking to understand how to develop curriculum for culturally diverse gifted students. These narratives describe specific and practical ways that skilled gifted professionals have been able to make a difference for students who are often viewed from a deficit perspective, offering counter-narratives that celebrate and build upon strengths
- Language
- eng
- Extent
- 1 online resource (304 pages)
- Note
-
- "A dissertation in Curriculum and Instruction and Educational Leadership, Policy and Foundations."
- Advisor: Candace Schlein
- Vita
- Contents
-
- Introduction
- Theoretical framework
- Literature review
- Methodology
- Data analysis: uncovering sacred stories of context and policy
- Data analysis: shredding light on gifted education experiences with diverse and urban students
- Storied meanings and implications
- Conclusion
- Appendix A. Consent for Participation in a Research Study
- Appendix B. Interview 1: Biographical Experiences in Education
- Appendix C. Interview 2: Teaching Experiences and Curriculum
- Appendix D. Interview 3:Member-check and Follow-up
- Appendix E. Calendar of Interviews and Observations Fall 2018
- Appendix F. Armstrong Gifted Matrix
- Appendix G. Armstrong Elementary Gifted Problem Solving Rubric
- Label
- Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education
- Title
- Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education
- Statement of responsibility
- by Jessica Lynne LaFollette
- Language
- eng
- Summary
- This narrative inquiry provides a contextualized understanding of teacher experiences complementing the extensive quantitative literature available regarding the underrepresentation of diverse students in gifted education programs. This research explores the experiential stories of gifted education professionals who work in urban classrooms with culturally diverse students in two neighboring Midwestern states. The complex experiences of urban gifted education professionals are examined in order to discover the "secret stories" of these classrooms, and to understand how social justice and equity factors may be accounted for in statewide policy or in the enacted curriculum for gifted learners. Informed by theories of curriculum as experience, culturally responsive pedagogy, and the process of storying in education, this research uncovers the lived experiences of teachers in the unique contexts of diverse and urban gifted education. It examines the impact of statewide gifted education policy at the classroom level, describing innovative identification and curriculum strategies that promote the academic and emotional well-being of gifted students from traditionally underrepresented backgrounds. Four teachers in two neighboring states relate their experiences by acting as "co-researchers" and their stories are analyzed according to the process of narrative inquiry. Cover stories from multiple in-depth interviews and secret classroom stories from observations revealed four major narrative themes including (a) "Identifying Culturally Diverse Students;" (b) "Relationships and Motivating Students;" (c) "Negotiating Space and Time - Shifting Classroom Landscapes;" and (d) "Creative and Challenging Curriculum." The stories and strategies described in this dissertation offer perspective for educators seeking to understand how to develop curriculum for culturally diverse gifted students. These narratives describe specific and practical ways that skilled gifted professionals have been able to make a difference for students who are often viewed from a deficit perspective, offering counter-narratives that celebrate and build upon strengths
- Cataloging source
- UMK
- http://library.link/vocab/creatorName
- LaFollette, Jessica Lynne
- Degree
- Ph.D.
- Dissertation note
- (School of Education).
- Dissertation year
- 2019.
- Granting institution
- University of Missouri-Kansas City,
- Index
- no index present
- Literary form
- non fiction
- Nature of contents
-
- dictionaries
- bibliography
- theses
- http://library.link/vocab/relatedWorkOrContributorName
- Schlein, Candace
- http://library.link/vocab/subjectName
-
- Teachers of gifted children
- Teachers of gifted children
- Gifted children
- Education, Urban
- Label
- Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette
- Note
-
- "A dissertation in Curriculum and Instruction and Educational Leadership, Policy and Foundations."
- Advisor: Candace Schlein
- Vita
- Antecedent source
- not applicable
- Bibliography note
- Includes bibliographical references (pages 281-303)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Introduction -- Theoretical framework -- Literature review -- Methodology -- Data analysis: uncovering sacred stories of context and policy -- Data analysis: shredding light on gifted education experiences with diverse and urban students -- Storied meanings and implications -- Conclusion -- Appendix A. Consent for Participation in a Research Study -- Appendix B. Interview 1: Biographical Experiences in Education -- Appendix C. Interview 2: Teaching Experiences and Curriculum -- Appendix D. Interview 3:Member-check and Follow-up -- Appendix E. Calendar of Interviews and Observations Fall 2018 -- Appendix F. Armstrong Gifted Matrix -- Appendix G. Armstrong Elementary Gifted Problem Solving Rubric
- Control code
- 1103919764
- Dimensions
- unknown
- Extent
- 1 online resource (304 pages)
- File format
- one file format
- Form of item
- online
- Level of compression
- mixed
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Quality assurance targets
- not applicable
- Specific material designation
- remote
- System control number
- (OCoLC)1103919764
- System details
-
- The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
- Mode of access: World Wide Web
- Label
- Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette
- Note
-
- "A dissertation in Curriculum and Instruction and Educational Leadership, Policy and Foundations."
- Advisor: Candace Schlein
- Vita
- Antecedent source
- not applicable
- Bibliography note
- Includes bibliographical references (pages 281-303)
- Carrier category
- online resource
- Carrier category code
-
- cr
- Carrier MARC source
- rdacarrier
- Color
- black and white
- Content category
- text
- Content type code
-
- txt
- Content type MARC source
- rdacontent
- Contents
- Introduction -- Theoretical framework -- Literature review -- Methodology -- Data analysis: uncovering sacred stories of context and policy -- Data analysis: shredding light on gifted education experiences with diverse and urban students -- Storied meanings and implications -- Conclusion -- Appendix A. Consent for Participation in a Research Study -- Appendix B. Interview 1: Biographical Experiences in Education -- Appendix C. Interview 2: Teaching Experiences and Curriculum -- Appendix D. Interview 3:Member-check and Follow-up -- Appendix E. Calendar of Interviews and Observations Fall 2018 -- Appendix F. Armstrong Gifted Matrix -- Appendix G. Armstrong Elementary Gifted Problem Solving Rubric
- Control code
- 1103919764
- Dimensions
- unknown
- Extent
- 1 online resource (304 pages)
- File format
- one file format
- Form of item
- online
- Level of compression
- mixed
- Media category
- computer
- Media MARC source
- rdamedia
- Media type code
-
- c
- Quality assurance targets
- not applicable
- Specific material designation
- remote
- System control number
- (OCoLC)1103919764
- System details
-
- The full text of the dissertation is available as an Adobe Acrobat .pdf file; Adobe Acrobat Reader required to view the file
- Mode of access: World Wide Web
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<div class="citation" vocab="http://schema.org/"><i class="fa fa-external-link-square fa-fw"></i> Data from <span resource="http://link.library.umkc.edu/portal/Narrative-Exploration-of-Teacher-Experiences-in/pzg2HHpSzlQ/" typeof="Book http://bibfra.me/vocab/lite/Item"><span property="name http://bibfra.me/vocab/lite/label"><a href="http://link.library.umkc.edu/portal/Narrative-Exploration-of-Teacher-Experiences-in/pzg2HHpSzlQ/">Narrative Exploration of Teacher Experiences in Culturally Responsive Gifted Education, by Jessica Lynne LaFollette</a></span> - <span property="potentialAction" typeOf="OrganizeAction"><span property="agent" typeof="LibrarySystem http://library.link/vocab/LibrarySystem" resource="http://link.library.umkc.edu/"><span property="name http://bibfra.me/vocab/lite/label"><a property="url" href="http://link.library.umkc.edu/">University of Missouri-Kansas City Libraries</a></span></span></span></span></div>
