rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Breaking Outside the Walls
    sub title: Teachers of Gifted and Talented African American Males in a Texas Urban Middle School
  name:
    name part: Henderson, Sowanda Nimmer
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Carter, Norvella
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2013
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: Education and its associated resources continue to be unequally administered and delivered in the United States. All stakeholders in the education of the nation's children--parents, teachers, unions, school administrators, principals, community members and students, should be concerned with the inequities which abound in the country's education system African American male cohorts are particularly vulnerable in the US population as they face a series of challenges that continue to threaten their achievement, including those students who are academically gifted. The purpose of this study was to examine and interpret the philosophy, ideology, and educational practices of five teachers of African American males in gifted and talented programs in an urban secondary school. The following research questions guided the study: (a) How do teachers describe factors that promote achievement with African American males in Gifted and Talented Programs? (b) How do the life experiences of teachers influence their advocacy for African American males in Gifted and Talented Programs? (c) How do Gifted and Talented teachers of African American males participate in and influence identification and referrals of African American males in Gifted and Talented Programs? The naturalistic paradigm of inquiry guided the study to collect and analyze data. The participant sample consisted of five teachers of African American males in gifted and talented programs in an urban secondary school. In addition to a detailed review of the literature related to this population, data came from in-depth interviews and classroom observations. Data from the audio recorded and transcribed (verbatim) were analyzed using a thematic analysis. Some of the major findings reveal that the educational demographic landscape in the US and in Texas in particular highlights an underrepresentation of African Americans, and especially African American males in gifted and talented education. The themes that emerged from the…
  note: by Sowanda Nimmer Henderson.
  note: "Major Subject: Curriculum and Instruction"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/151342
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Curriculum and Instruction
  subject:
    topic: African Americans
  subject:
    topic: Gifted Education
  subject:
    topic: Teacher Preparation
  subject:
    topic: Perception
  subject:
    topic: Dysconscious Racism
  subject:
    topic: Deficit Model
  subject:
    topic: Teacher Efficacy
  subject:
    topic: Hegemonic Behaviors
  subject:
    topic: Culturally Responsive
  subject:
    topic: Testing and Identification
  identifier: http://hdl.handle.net/1969.1/151342
  record info:
    record content source: TXA
    record creation date: 140317
    record change date: 20151206092623.0
    record identifier: in00003449892
    language of cataloging:
      language term: eng