The current instrumental single case study examined teachers' perceptions of the barriers to identifying gifted African American students for participation in elementary gifted and talented programs. A total of 139 certified teachers voluntarily participated in the study and completed a short 10-item survey, qWhy Do We Identify So Few Gifted African American Children?q The study included interviews with teachers of the gifted. The interviews focused on gaining further in-depth knowledge on the use of district-wide screenings as a part of a gifted education identification process. The results of the current study indicated that despite the implementation of a district-wide screening process, African American students remained underrepresented in the studied district's gifted and talented programs. Survey and interview data supported the findings of the study.were more heavily based on test scores from the Cognitive Abilities Test (CogAT) and the Iowa Tests of Basic Skills (ITBS). ... The first way is for students in kindergarten through second grades to have a composite score in the 99th percentile.
|Title||:||Giftedness, African American Students, and Underrepresentation: A Case Study of One Georgia School District|
|Publisher||:||ProQuest - 2008|