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

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