Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning

Autor/inn/en	Novak, Angela M.; Lewis, Katie D.
Titel	Perceptions of a Gifted Coordinator on University/District Collaboration Providing Culturally Responsive Gifted Professional Learning: A Phased Analysis of the Four-Zone Equity-Driven Model of Professional Learning
Quelle	In: Journal for the Education of the Gifted, 46 (2023) 3, S.276-315 (40 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Novak, Angela M.) ORCID (Lewis, Katie D.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0162-3532
DOI	10.1177/01623532231180903
Schlagwörter	Academically Gifted; Gifted Education; Culturally Relevant Education; Coordinators; Equal Education; Universities; School Districts; College School Cooperation; Faculty Development; Change Agents; Teacher Leadership; Teacher Role + Suchen Sie Ihr Suchwort? Koordinator; University; Universität; School district; Schulbezirk; Lehrerfunktionsstelle; Lehrerrolle
Abstract	Achieving equity in gifted education requires districts to disrupt inequities. Professional learning (PL) is acknowledged as an effective tool to spark lasting change; however, the realities of implementing equity-driven PL often hinder its effectiveness. This case study provides the perspectives of a gifted coordinator on the obstacles to growing equity in a gifted and talented program following targeted ongoing, relevant, collaborative, online equity-driven PL provided as part of a university/district collaboration. The qualitative study sought to understand challenges the gifted coordinator faced as well as insights she gained after the university/district collaborative PL. The case study methodology involved an interview; data were transcribed, coded, and analyzed; and five themes and three key understandings are discussed, along with implications for future research and study limitations. Key understandings include the benefits of targeted PL, the need for timely change, and the need to balance between leadership and empowering teachers to be change agents. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01