Examining Teachers' Referral and Placement Decisions of Hispanic Children for Gifted and Talented Programs

Autor/in	Mendoza, Guillermo Ibarra
Titel	Examining Teachers' Referral and Placement Decisions of Hispanic Children for Gifted and Talented Programs
Quelle	(2023), (101 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, East Tennessee State University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-3796-6357-5
Schlagwörter	Hochschulschrift; Dissertation; Ethnicity; Referral; Prereferral Intervention; Student Placement; Hispanic American Students; Elementary School Students; Academically Gifted; Preschool Children; Socioeconomic Status; Elementary School Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Ethnizität; Disziplinierung; Schülerpraktikum; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Socio-economic status; Sozioökonomischer Status; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende
Abstract	This quantitative survey design study examined whether children's ethnicity makes a difference in teachers' referral and placement decisions in gifted and talented (G/T) programs. A total of 524 teachers from all over the United States who have taught or currently teach pre-kindergarten through 5th grade participated. The participants were randomly given one of six vignettes adapted from a previous similar study (Elhoweris et al., 2005). Participants answered whether the child described should be referred and placed into gifted and talented programs. All six vignettes described gifted and talented characteristics; the only differences were the children's ethnicity and socioeconomic status. Data was collected via an online survey powered by Qualtrics® XM distributed via social media sites. A nonparametric test was conducted. Results showed no significant difference in preK-5th grade teachers' referral and placement decisions for G/T educational programs based on children's ethnicity. Kruskal-Wallis H test and Mann-Whitney "U" tests were computed among the dependent variables and teachers' school SES, Hispanic/Latino ethnicity, specialization, years of experience, and highest level of education. Teachers' level of education, years of experience, and their schools' SES were found to be significant. Findings are discussed in terms of limitations, future research, and application to the gifted and talented field. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01