Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators
Document Type
Article
Publication Date
10-1-2020
Abstract
Carefully crafted professional learning has the potential to positively impact teacher perceptions of culturally diverse gifted learners. Case studies provide an opportunity to objectively examine scenarios that teachers of gifted students may encounter in the classroom. Embedding the seven guiding principles of equity-driven professional learning in the discussion of a case study fosters change in teacher perceptions and beliefs. This article presents the benefits of using case studies in multicultural professional learning for gifted teachers overlaid with the seven principles of equity-driven professional learning; offers an example of a case study, a boy named Raul; and shares two examples of the case study in practice.
Publication Title
Gifted Child Today
Volume
43
Issue
4
First Page
239
Last Page
251
Digital Object Identifier (DOI)
10.1177/1076217520940736
ISSN
10762175
E-ISSN
2162951X
Citation Information
Lews, K.D., Novak, A., Weber, C.L. (2020) Using Case Studies to Develop Equity-Driven Professional Learning for Gifted Educators. Gifted Child Today, 43(4), 239-251.