Case Studies of Success: Supporting Academic Success for Students with High Potential from Ethnic Minority and Economically Disadvantaged Backgrounds

Autor/inn/en	Tomlinson, Carol Ann; Jarvis, Jane M.
Titel	Case Studies of Success: Supporting Academic Success for Students with High Potential from Ethnic Minority and Economically Disadvantaged Backgrounds
Quelle	In: Journal for the Education of the Gifted, 37 (2014) 3, S.191-219 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/0162353214540826
Schlagwörter	Case Studies; Minority Groups; Academic Achievement; Disproportionate Representation; Economically Disadvantaged; Low Income; Observation; Gifted; Program Effectiveness; Ethnic Groups; Poverty; Achievement Gap; High School Students; Elementary School Students; Qualitative Research; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Ethnische Minderheit; Schulleistung; Niedriglohn; Beobachtung; Begabter, Hoch Begabter; Ethnie; Armut; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung
Abstract	The underrepresentation of ethnic minority and economically disadvantaged students in gifted education must be understood in terms of broader school contexts and practices. This qualitative study investigated how teachers and schools contributed to the academic success of minority students of high potential from economically disadvantaged backgrounds. Researchers collected observation, interview, and documentary data for 2 years at each of three case study sites with a reputation of effectiveness in supporting academic success of minority students from low-income backgrounds. Data indicated that (a) teachers and schools can positively affect achievement without being exemplary in all facets of their practice, (b) teachers' and schools' definitions of success shape students' opportunities for achievement, (c) developing the capacities of high-potential students necessitates supported access to challenging curriculum for all minority students, and (d) educators who foster academic success in minority students support students to comfortably navigate dual cultural worlds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11