District Leaders Focused on Systemic Equity in Identification and Services for Gifted Education: From Policy to Practice

Ezzani, Miriam D.; Mun, Rachel U.; Lee, Lindsay Ellis

doi:10.1080/02783193.2021.1881853

Cited by 16 publications

(14 citation statements)

References 35 publications

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“…Educators must understand, guide, and utilize policy changes to create a strong support system for gifted students (Swanson & Lord, 2013). While building this relationship, policy makers can utilize the input of educators and leaders to develop equitable policies that affect gifted education in ways that are inclusive of all learners including culturally, linguistically, and economically diverse students (Ezzani et al, 2021; Mun et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students

Hodges

Mun

Roberson³

et al. 2021

Gifted Child Quarterly

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Policy changes are an ever-present part of education. In 2019, legislators upended over two decades of gifted education policy in Texas with the removal of direct funding for gifted education. In its wake, the removal of funding shook educator morale and created uncertainty as to the future of gifted education in the state. In this article, we report on a survey administered to gifted education educators in Texas. A descriptive framework in conjunction with Bayesian analysis and multiple imputations is used to analyze the survey results. Our findings provide evidence that though educator sentiment is largely negative toward the changes to gifted education in Texas, educator outlooks on the future of gifted education in the state are relatively high.

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Section: Discussionmentioning

confidence: 99%

Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students

Hodges

Mun

Roberson³

et al. 2021

Gifted Child Quarterly

Self Cite

View full text Add to dashboard Cite

show abstract

“…District student demographic data may be found in Table 1. The data are part of a larger study of the same school district to examine the identification process and services of its gifted program following a district wide GT reform equity initiative (Ezzani et al, 2021; Mun et al, 2021). It is important to note that the reform was a work-in-progress at the time of our study.…”

Section: Methodsmentioning

confidence: 99%

“…This study forms part of a larger research study of the same school district. Because some members of our research team had previously worked with the data as part of their study of another aspect of the case (Ezzani et al, 2021; Mun et al, 2021), phase I and phase II data analyses were conducted concurrently to accommodate the varying degrees of coders’ familiarity with the data. This process encompassed multiple meetings of the research team.…”

Section: Methodsmentioning

confidence: 99%

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

Mun

Ezzani

Yeung

2021

Journal of Advanced Academics

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Parents play a vital role in identifying and cultivating talent for diverse gifted children but their experiences with schools and educational leaders are rarely studied. To examine parent perspectives on identifying and serving diverse gifted students, we conducted six focus groups with 39 parents of K-12 children from culturally, linguistically, and economically diverse backgrounds (CLED), and/or identified as twice exceptional (2E). Thematic analysis and its six-phase approach was used to analyze data. We found (a) that the majority of parents advocated for their gifted and talented children, (b) a lack of consistent and comprehensive strategies by educational leaders to promote parent engagement, (c) disproportionate communication from district leaders rendered engagement efforts less effective, (d) GT identification remained problematic to some parents, and (e) front line educators served a critical role in the bilateral relationship between school and family. Implications are discussed for researchers and educational leaders.

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“…We were interested if and how the pandemic-related school closings and shift to virtual or hybrid instruction had impacted the roles and responsibilities of the coordinators, and how services provided to students identified as gifted were affected. The protocol questions were prepared using a review of extant literature (Ezzani et al, 2021;Guilbault & McCormick, 2022;Kennedy 1997) and from the first author's expert knowledge of the typical roles and responsibilities of district administrators of gifted programs.…”

Section: Data Collection and Proceduresmentioning

confidence: 99%

District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic

Guilbault

JohnBull

McCormick

2022

Journal for the Education of the Gifted

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Gifted education coordinators play critical roles in administration and supervision of gifted education and accelerated learning programs in their districts. However, these roles are ill-defined in the literature. During the COVID-19 pandemic, leaders have been called upon to support educators and administrators in a variety of ways. This exploratory study sought to investigate the experiences of district gifted education coordinators during the first year of the pandemic. Qualitative data were collected from a national sample of 11 district gifted education coordinators through semi-structured interviews. An inductive thematic analysis revealed four categories that addressed their roles during this period: (a) professional responsibilities, (b) instructional leadership, (c) program management, and (d) communication and collaboration. The overarching theme across all interviews was the rapid need to pivot and adapt to constant change to ensure equitable access to advanced instruction. Implications for administrators of gifted education programs and areas for future study are addressed.

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District Leaders Focused on Systemic Equity in Identification and Services for Gifted Education: From Policy to Practice

Cited by 16 publications

References 35 publications

Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students

Educator Perceptions Following Changes in Gifted Education Policy: Implications for Serving Gifted Students

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

District Gifted Education Coordinators’ Leadership Roles and Experiences During the COVID-19 Pandemic

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