How Professional Learning Impacts Gifted Educators’ Perceptions and Practices: A Phased Analysis of the Four-Zone Equity Driven PL Model

Abstract

In a critical mixed-methods research design, university researchers partnered with a gifted coordinator in a large Texas school district, providing equity-focused professional learning on culture and students identifying as Hispanic, bilingual, and gifted. Researchers collected pre- and post-professional learning data on two instruments. Quantitative findings included short-term positive changes on gifted resource teachers’ cultural self-awareness, but without consistent long-term changes on the same measure. Additionally, gifted resources teachers showed growth in identifying characteristics of gifted Hispanic bilingual students. Qualitative data resulted in four themes centered around understandings, outcomes, barriers, and needs. Mixed methods analysis brought in additional quantitative data not previously analyzed because of one qualitative theme (barriers) and a discussion of the long-term cultural awareness data in conjunction with qualitative themes. Mixed methods analysis contributed to the discussion of white exceptionalism and adult learning theory. Authors discuss implications for future research.