A Qualitative Inquiry into the Experiences of High-Potential Hispanic English Language Learners in Midwestern Schools

Autor/inn/en	Pereira, Nielsen; Gentry, Marcia
Titel	A Qualitative Inquiry into the Experiences of High-Potential Hispanic English Language Learners in Midwestern Schools
Quelle	In: Journal of Advanced Academics, 24 (2013) 3, S.164-194 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-202X
DOI	10.1177/1932202X13494204
Schlagwörter	English Language Learners; Disproportionate Representation; Elementary School Students; Parents; Elementary School Teachers; Phenomenology; Grounded Theory; Teacher Student Relationship; Peer Relationship; Academically Gifted; Immigrants; Hispanic American Students; Low Income Groups; Rural Schools; School Demography; Positive Attitudes; Student Attitudes; Rating Scales; Semi Structured Interviews; Language Assessment Scales + Suchen Sie Ihr Suchwort? Eltern; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Phenomenological psychology; Phänomenologie; Psychologie; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Immigrant; Immigrantin; Immigranten; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Schulbesuchsrate; Schülerverhalten; Rating-Skala
Abstract	The underrepresentation of English language learners (ELLs) in gifted programs remains a severe and pervasive problem; however, few studies exist concerning the educational experiences of high-potential ELLs. This study focused on Hispanic ELLs in Grades 2 through 6 from four Midwestern schools. In all, 22 students, 20 parents, and 22 teachers were interviewed to gain a better understanding of the students' schooling experiences. Phenomenology and grounded theory provided theoretical frameworks. Students revealed that they enjoyed school, had positive interactions with peers and teachers, and were committed to doing well in school. Results of this study also revealed that the participants were well integrated in school. This study adds to the limited research concerning high-potential Hispanic ELLs and provides insights into these students' educational experiences, highlighting the need to focus on their strengths rather than on their deficits. Emphasized is the need to identify high potential from underserved populations for gifted education services. (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: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10