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Identification of Gifted African American Primary Grade Students through Leadership, Creativity, and Academic Performance in Curriculum Material Making and Peer-Teaching: A Case Study
Ksenia S. Zhbanova - Personal Name
Abstract Research into identification of gifted early
childhood students of minority groups through classroom
activities is lacking. A focus in the United States on students
with learning challenges and a lack of awareness of
educators concerning the needs of early childhood gifted
students are important causes of this situation. The current
case study investigated whether African American students
not identified through standard achievement scores might
be recognized as gifted through performance during and
after a special enrichment project. Eight (four female, four
male; five White, three African American) identified or
potentially gifted first/second grade students from a multiage,
mixed ability, diverse classroom at an elementary
school in Iowa, participated in a 12-week enrichment
program to develop leadership through curriculum material
making and peer teaching. School and university personnel
collaborated to meet school needs: supplying challenging
activities to high achievers, offering the opportunity for
leadership through peer-teaching, and providing alternate
means (leadership, creativity) of potentially identifying
typically-achieving minority students as gifted. A pre-post
class sociogram was administered to all students in the
broader class (11 female 8 male). The teacher observed
evidence that all participating students gained confidence
and leadership skills; two of the three African American
students were identified as gifted through their leadership,
creativity, and academic performance during the project.
Curriculum materials-making projects with integrated
thinking skills like those in the current study were
enriching for all participants in the current study, including
classmates who were peer-taught; similar enrichment
activities are recommended for primary grade students.
Keywords Early childhood gifted education
Identification for gifted education Leadership
Enrichment African American students Curriculum
materials Creativity
childhood students of minority groups through classroom
activities is lacking. A focus in the United States on students
with learning challenges and a lack of awareness of
educators concerning the needs of early childhood gifted
students are important causes of this situation. The current
case study investigated whether African American students
not identified through standard achievement scores might
be recognized as gifted through performance during and
after a special enrichment project. Eight (four female, four
male; five White, three African American) identified or
potentially gifted first/second grade students from a multiage,
mixed ability, diverse classroom at an elementary
school in Iowa, participated in a 12-week enrichment
program to develop leadership through curriculum material
making and peer teaching. School and university personnel
collaborated to meet school needs: supplying challenging
activities to high achievers, offering the opportunity for
leadership through peer-teaching, and providing alternate
means (leadership, creativity) of potentially identifying
typically-achieving minority students as gifted. A pre-post
class sociogram was administered to all students in the
broader class (11 female 8 male). The teacher observed
evidence that all participating students gained confidence
and leadership skills; two of the three African American
students were identified as gifted through their leadership,
creativity, and academic performance during the project.
Curriculum materials-making projects with integrated
thinking skills like those in the current study were
enriching for all participants in the current study, including
classmates who were peer-taught; similar enrichment
activities are recommended for primary grade students.
Keywords Early childhood gifted education
Identification for gifted education Leadership
Enrichment African American students Curriculum
materials Creativity
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Informasi Detil
Judul Seri
-
No. Panggil
life skill
Penerbit
New York: : Springer : New York., Early Childhood Educ
Deskripsi Fisik
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Bahasa
English
ISBN/ISSN
1082-3301
Klasifikasi
life skill
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Tipe Media
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Tipe Pembawa
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