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You searched for subject:(representation AND continued participation of gifted African American students). Showing records 1 – 2 of 2 total matches.

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University of Southern California

1. Inman, Laurie Diane. The placement and participation of gifted African American students in advanced academic services: a case study.

Degree: EdD, Education (Leadership), 2010, University of Southern California

The underrepresentation of culturally and linguistically diverse students in gifted education has been the topic of much research in recent years, and a corresponding improvement has been seen in recruitment and identification. However, the representation and retention of gifted African American students has received less attention in both research and practice. While increases in growth have occurred in elementary schools, numbers dwindle as students matriculate to secondary education, particularly at the high school level.; This case study investigated the perceived reasons for placement and/or participation of gifted African American students in advanced academic services in the high school setting. It also sought to illuminate the perceptions of gifted African American students' high school experience from their own perspective.; The purpose of this study was two-fold. First, the study explored the potential societal, institutional and human factors that impact the placement and participation of gifted African American students in the high school programs that provide advanced academic services. Second, this study wanted to discern the experiences of the participants as they partake in their course of study, whether it included advanced academic services or not.; Six identified gifted African American students attending high school in the Long Beach Unified School District made up the sample for this case study, which used a mixed methods approach. A focus group interview and questionnaire were utilized to facilitate the data collection process.; The findings suggest that placement of gifted African American students in the high school programs for advanced learners or advanced academic settings is based on factors beyond what is published. The findings also indicate that gifted African American students have mixed perceptions about their high school experience, based on interactions with school personnel and their academic, affective and social environment. Those perceptions are shaped by adult and student behaviors and attitudes, instructional opportunities and interventions, and the cultural support they receive in all areas. The most resounding finding was the resilience and strong racial identity of the six students which allowed them to excel, despite the challenges and obstacles that they faced. They attribute much of their success to the parent and family support that they receive. Advisors/Committee Members: Kaplan, Sandra N. (Committee Chair), Pensavalle, Margo T. (Committee Member), Keim, Robert G. (Committee Member).

Subjects/Keywords: gifted African American high school students; perceptions of the high school experience for gifted African American students; representation and continued participation of gifted African American students

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APA (6th Edition):

Inman, L. D. (2010). The placement and participation of gifted African American students in advanced academic services: a case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089

Chicago Manual of Style (16th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Doctoral Dissertation, University of Southern California. Accessed July 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

MLA Handbook (7th Edition):

Inman, Laurie Diane. “The placement and participation of gifted African American students in advanced academic services: a case study.” 2010. Web. 03 Jul 2020.

Vancouver:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Jul 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089.

Council of Science Editors:

Inman LD. The placement and participation of gifted African American students in advanced academic services: a case study. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/372437/rec/7089

2. Jeffrey, Debora Cristina. Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades.

Degree: PhD, Educação, 2006, University of São Paulo

A presente pesquisa aborda as representações de docentes sobre o regime de progressão continuada destacando os dilemas e possibilidades atribuídos à medida por dez professores e um coordenador pedagógico de uma escola pública localizada na periferia do município de Campinas, SP. No período de implantação do regime de progressão continuada, de 1998 a 2004, a Secretaria de Estado da Educação de São Paulo divulgou orientações oficiais e informativos com o intuito de esclarecer as dúvidas e indicar as ações dos profissionais da educação, nesta forma de organização escolar. Após esses sete anos de implantação e diante da constatação, feita por diversos estudos acadêmicos, da resistência docente à proposta, esta pesquisa procurou identificar e analisar o tipo de representação realizada pelos professores tanto da medida como das concepções e fundamentos que norteiam a medida no espaço escolar. A fim de abordar estes aspectos, optou-se pelo desenvolvimento de uma pesquisa qualitativa, que procura relacionar, concomitantemente, elementos macro e micro-estruturais. Os estudos de Agnes Heller, Antonio Gramsci, Karel Kosik, Licínio Lima e Mônica Gather Thurler foram utilizados como referências para o processo de investigação, análise e sistematização dos dados obtidos. Assim, na primeira parte do estudo, são apresentados os antecedentes históricos e o contexto educacional, no Brasil e Estado de São Paulo, em que a proposta do regime de progressão continuada foi implementada. No caso específico da rede estadual de São Paulo, embora haja um predomínio de matrículas e escolas organizadas no regime de progressão continuada, verificou-se que os aspectos teórico-conceituais, envolvendo as concepções e fundamentos da medida, não foram definidos pela Secretaria da Educação de São Paulo, pois entendeu que tal atribuição deveria ser realizada por cada escola e sua equipe de trabalho. Diante desta constatação, a segunda parte da pesquisa destaca as representações dos docentes. Evidencia-se, a partir dos depoimentos, que esses sujeitos não conseguiram constituir concepções e fundamentos que pudessem orientar as ações desenvolvidas no espaço escolar, o que resultou num trabalho predominantemente individualizado, em virtude do desconhecimento da proposta e da falta de condições de trabalho adequadas. Contudo, apesar da resistência dos entrevistados à medida, constatou-se que estes profissionais apresentam uma preocupação pedagógica com as formas de ensinar e com o domínio dos conteúdos apresentados pelos alunos, nesta forma de organização, muito embora eles continuem esperando que a Secretaria de Educação lhes ofereça os subsídios necessários para trabalharem com as demandas educacionais, que acreditam serem conseqüência da implementação do regime de progressão continuada.

The present research dealt with representations of teachers about the system of continued progression, emphasizing the dilemmas and possibilities attributed to this measure by tem teachers and one pedagogical coordinator from a public school localized in the suburbs of…

Advisors/Committee Members: Sousa, Sandra Maria Zakia Lian.

Subjects/Keywords: Ciclos Escolares; Continued Progression; Educational Department; Educational Policy; Política Educacional; Progressão Continuada; Representação; Representation; School Cycles; Secretaria de Educação; Teaching Work; Trabalho Docente

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Jeffrey, D. C. (2006). Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04122007-164859/ ;

Chicago Manual of Style (16th Edition):

Jeffrey, Debora Cristina. “Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades.” 2006. Doctoral Dissertation, University of São Paulo. Accessed July 03, 2020. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04122007-164859/ ;.

MLA Handbook (7th Edition):

Jeffrey, Debora Cristina. “Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades.” 2006. Web. 03 Jul 2020.

Vancouver:

Jeffrey DC. Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades. [Internet] [Doctoral dissertation]. University of São Paulo; 2006. [cited 2020 Jul 03]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04122007-164859/ ;.

Council of Science Editors:

Jeffrey DC. Representações de docentes sobre o regime de progressão continuada: dilemas e possibilidades. [Doctoral Dissertation]. University of São Paulo; 2006. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-04122007-164859/ ;

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