Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children
Document Type
Article
Publication Date
7-1-2020
Abstract
Gifted education in the United States has a long history of underrepresentation of culturally, linguistically, and economically diverse (CLED) gifted students. Despite the many years of attention toward this pervasive problem, the gap in equity and access to gifted services for CLED students has not closed due to a variety of practices related to assessments, teacher referrals, and support structures. The authors contend that many issues stem from a common underlying cause: a lack of cultural knowledge and competency pertaining to gifted youth. This article presents guiding principles based in professional learning, equity, and gifted pedagogy for use in crafting training experiences: pulse-taking, establishing safe zones, individualizing professional learning plans, cultural training beyond surface-level, school/home connections, identifying grows and glows, and engaging in courageous conversations.
Publication Title
Gifted Child Today
Volume
43
Issue
3
First Page
169
Last Page
183
Digital Object Identifier (DOI)
10.1177/1076217520915743
ISSN
10762175
E-ISSN
2162951X
Citation Information
Novak, A. M., Lewis, K. D., & Weber, C. L. (2020). Guiding Principles in Developing Equity-Driven Professional Learning for Educators of Gifted Children. Gifted Child Today, 43(3), 169–183. https://doi.org/10.1177/1076217520915743